数学教育学报2023，Vol.32Issue(6)：31-37,7.
情境视角下高考数学试题分析及教学启示
Analysis of Mathematics Exam Questions in the College Entrance Examination and Teaching Enlightenment from the Perspective of Context
摘要
Abstract
Situation is one of the three major elements of the college entrance examination mathematics proposition(intention,situation,and question setting),and it is an important carrier for achieving the mathematics evaluation of college entrance examination mathematics.Taking the four sets of national college entrance examination mathematics test questions in 2023(both A and B papers take science as examples)as the research instrument,the connotation of real situations is analyzed,and the dimension of situation analysis is constructed.Based on this,the college entrance examination mathematics questions are analyzed and summarize the characteristics of situational design:situational design emphasizes the combination of subject characteristics and student cognition;Context setting helps to test students'knowledge transfer ability;Situational design and problem interaction aim to test higher-order thinking abilities.Based on the analysis of test questions from a situational perspective,relevant teaching inspirations and suggestions are proposed:in high school mathematics teaching,it is necessary to pay attention to the improvement of teacher literacy and promote the systematization of situational task design;We need to pay attention to the scientific nature of situational design,and pay attention to the integration of subject characteristics and student cognition;It is necessary to use situational design to promote the activation of students'inert knowledge.Based on the analysis of college entrance examination questions and teaching inspirations,it is hoped to provide reference for high school mathematics teaching practice.关键词
真实情境/惰性知识/教学评一致性/数学全国卷Key words
real situation/inert knowledge/consistency of teaching evaluation/mathematics national volume分类
社会科学引用本文复制引用
李亚琼,徐文彬,陈蒨,倪筱妤,颜宇..情境视角下高考数学试题分析及教学启示[J].数学教育学报,2023,32(6):31-37,7.基金项目
江苏省中小学教学研究课题——教师研究的理论思考与模式建构(2021JY14_L390) （2021JY14_L390）
