初中生数学学科素养测评的实证研究——以北京市T区八年级为例

The Empirical Research on Mathematics Key Competence of Students in Junior High School——Taking the Eighth Grade of Beijing T District for Example

基于"学习理解""实践应用""创造迁移"3个认知维度、9个子维度开发了数学学科素养测试工具,并对北京市T区八年级的4262名学生进行测试。研究发现:学生仅"运算素养"表现高于总体素养的平均水平,其他四大素养都低于总体平均水平,并且各大素养彼此显著相关,但"数据处理素养"与其他数学素养相关性微弱;从内容维度来看,学生在三大内容领域的表现之间都存在显著差异,"统计与概率"和"图形与几何"上的表现之间差异最大;从认知维度来看,学生仅在"学习理解"和"创造迁移"的表现之间存在显著性差异;从情境维度来看,学生在三种情境上的表现虽有不同,但三者之间并不存在统计意义上的显著性差异。八年级正好处于义务教育的承上启下阶段,其数学核心素养的培育应注重养成学生数学建模等高层次的数学思维能力,在课堂中创设问题情境,在问题解决中培养学生的创造力与创造性思维。

Based on the three cognitive dimensions and the nine sub -dimensions of “learning comprehension” “practical application” “creative migration”,the researchers developed a math key competence test tool and tested 4262 students in the eighth grade of Beijing T District. The study found that: students only performed higher “operational competence”than the average level of the overall competence,and the other four competences were lower than the overall average,and the major competence were significantly related to each other,but the “data processing competence” was weakly related to other mathematical competences. From the view of content dimension,there are significant differences in the students’performance of the three major content areas. The difference between “statistics and probability”and“graphics and geometry”is the largest. From the view of cognitive dimension,there is a significant difference between the students’learning and understanding and creation migration. From view of situational dimension,though students have different performances in the three situations,there is no statistically significant difference between the three. The eighth grade is just at the connecting stage of the obligation education,which means that the cultivation of mathematics key competence should be focused on the development of high level of mathematics modeling,problemsituations should be created in class,and students’creativity and creative thinking should be developed in problem solving.