摘要
直观想象素养是新一轮普通高中数学课程改革凝练的6个数学学科核心素养之一.基于数学学科核心素养的评价是课程改革的突破口.通过情境的复杂程度和图形的呈现形式,构建一个更加精细、更具可操作性的5层次直观想象素养水平评价框架,利用编制的直观想象素养测评试卷,对福建省2111名高二学生进行测试.结果表明:(1)测评试题难度从类型一到类型二再到类型三呈递增趋势,情境的复杂程度与图形的呈现形式对学生直观想象素养水平要求的高低存在差异;(2)学生直观想象素养水平一般.总体而言,只有三成的学生达到层次4的水平;(3)男生与女生直观想象素养水平存在显著差异;(4)市区、县城、乡镇不同地域学生直观想象素养水平不均衡.
Intuitive imagination literacy is one of the six core literacies of mathematics in the new mathematics curriculum reform for high school.Evaluation based on the mathematics core literacies is a breakthrough in curriculum reform.This study constructed a five-level framework to evaluate intuitive imagination literacy based on the complexity of the situation and image presentation.A test for measuring students’intuitive imagination literacy was developed based on the five-level framework and was then administered to 2,111 junior high school students in Fujian province.The results showed that:(1)The difficulty of the test increases from Type 1,Type 2,and to Type 3,and there was a significant difference between the complexity of the situation and visual representations on the requirements of students’intuitive imagination;(2)only 30%of students reached Level 4;(3)there were significant differences between female and male students’intuitive imagination literacy;and(4)there were significant differences in intuitive imagination literacy among the students who came from urban cities,rural town centers,and countryside.
作者
郑雪静
陈清华
王长平
林京榕
ZHENG Xue-jing;CHEN Qing-hua;WANG Chang-ping;LIN Jing-rong(College of Mathematics and Informatics,Fujian Normal University,Fujian Fuzhou 350117,China;College of Mathematics and Computer Science,Quanzhou Normal University,Fujian Quanzhou 362000,China;Fujian Youxi No.1 High School,Fujian Youxi 365100,China)
出处
《数学教育学报》
CSSCI
北大核心
2020年第4期7-12,共6页
Journal of Mathematics Education
基金
2016年全国教育科学规划课题——高中生数学核心素养培养的策略及评价研究(DHA160364)。
关键词
高中生
直观想象素养
评价框架
测评
high school students
intuitive imagination literacy
evaluation framework
measurement
