数学教育学报2025，Vol.34Issue(3)：15-22,8.
数学联结视域下高考数学全国卷试题分析及教学思考
Analysis of College Entrance Examination Mathematics Papers and Teaching Thinking from the Perspective of Mathematical Connections
摘要
Abstract
The in-depth analysis of college entrance examination questions can explore the teaching feedback function and educational value of evaluation.Based on the connotation analysis of mathematical connections,a test paper analysis framework is constructed from four aspects:external problem context,internal connection content,information type,and cognitive needs.Taking the 2024 New College Entrance Examination I and II papers as the analysis objects,the characteristics of the test papers are sorted out:the test questions focus on the consistency between external context and internal connection content;highlight the matching of information types and the flexibility of cognitive needs;combine the basic examination of knowledge linkage with the innovative examination;and pay attention to the externalization of the thinking process and the linkage between knowledge and thinking,thus highlighting the selection function of the college entrance examination paper in terms of its fundamentals,disciplines,comprehensiveness,and innovation.The teaching of mathematics in secondary schools should be inspired by the following:systematically design situational tasks to promote the connection between knowledge and thinking;Focusing on subject practice,paying attention to students'cognitive needs,and leading to high-quality learning opportunities;and pay attention to the integration of mathematics learning and focus on cultivating innovative consciousness.关键词
数学联结/学习机会/教学评一致性/"数学三个世界"/数学全国卷Key words
mathematical connection/learning opportunities/consistency of teaching evaluation/the Three Worlds Theory of Mathematics/Mathematics National Volume分类
社会科学引用本文复制引用
李亚琼,吕林海,宁连华..数学联结视域下高考数学全国卷试题分析及教学思考[J].数学教育学报,2025,34(3):15-22,8.基金项目
教育部人文社会科学研究规划基金项目——数智时代教师跨学科TPACK的重塑与发展路径研究(24YJA880024) （24YJA880024）
江苏省教育科学"十四五"规划课题——数智胜任力导向下5E教学模式的重构与应用研究(C/2023/01/03) （C/2023/01/03）
