【摘要】：隨著數(shù)學(xué)課程改革的深化,以及學(xué)科核心素養(yǎng)在測(cè)評(píng)中的體現(xiàn)日益得到關(guān)注,大規(guī)模數(shù)學(xué)測(cè)評(píng)分析框架的構(gòu)建,特別是框架中數(shù)學(xué)內(nèi)容領(lǐng)域和核心素養(yǎng),以及兩者的整合是值得關(guān)注的地方。本文對(duì)PISA數(shù)學(xué)測(cè)評(píng)及TIMSS數(shù)學(xué)測(cè)評(píng)(八年級(jí))在測(cè)評(píng)分析框架兩個(gè)方面——內(nèi)容領(lǐng)域和過(guò)程領(lǐng)域上進(jìn)行梳理分析。本文指出兩個(gè)測(cè)評(píng)在內(nèi)容領(lǐng)域上呈現(xiàn)出共同的核心內(nèi)容,但在具體內(nèi)容領(lǐng)域維度上試題分布存在著不同;在過(guò)程領(lǐng)域上,兩者都注重問(wèn)題解決,但是PISA數(shù)學(xué)測(cè)評(píng)有別于TIMSS數(shù)學(xué)測(cè)評(píng)側(cè)重以知識(shí)為線(xiàn)索的測(cè)評(píng)框架設(shè)計(jì),體現(xiàn)出以問(wèn)題解決和核心素養(yǎng)為重心的測(cè)評(píng)框架設(shè)計(jì)模式。本文進(jìn)一步分析指出這兩種不同的框架設(shè)計(jì)是來(lái)源于對(duì)課程的不同理解或關(guān)注,國(guó)內(nèi)大規(guī)模數(shù)學(xué)測(cè)評(píng)分析框架應(yīng)從測(cè)評(píng)學(xué)生應(yīng)知應(yīng)會(huì)走向應(yīng)能,同時(shí)著重體現(xiàn)問(wèn)題解決過(guò)程中核心素養(yǎng)的測(cè)評(píng)。
[Abstract]:With the deepening of mathematics curriculum reform and the embodiment of subject core literacy in evaluation, the construction of large-scale mathematical evaluation and analysis framework, especially the mathematical content field and core literacy in the framework, has been paid more and more attention. And the integration of the two is worth paying attention to. This paper combs and analyzes the two aspects of PISA mathematical evaluation and TIMSS mathematical evaluation (eighth grade) in the framework of evaluation and analysis-content field and process field. This paper points out that the two assessments show the same core content in the content field, but there are differences in the distribution of test questions in the dimension of the specific content field. In the field of process, both pay attention to problem solving, but PISA mathematical evaluation is different from TIMSS mathematical evaluation, which focuses on knowledge as clue, and embodies the design mode of evaluation framework focusing on problem solving and core literacy. This paper further analyzes and points out that these two different framework designs come from different understandings or concerns about the curriculum, and that the domestic large-scale mathematical evaluation and analysis framework should move from the evaluation students to the ability. At the same time, it focuses on the evaluation of the core literacy in the process of problem solving.
【作者單位】： 上海市教育考試院;華東師范大學(xué)開(kāi)放教育學(xué)院;
【基金】：國(guó)家社會(huì)科學(xué)基金資助項(xiàng)目“基于上海學(xué)業(yè)水平考試和PISA測(cè)評(píng)數(shù)據(jù)的綜合素質(zhì)評(píng)價(jià)的研究”(項(xiàng)目批準(zhǔn)號(hào):14BGL125)成果之一
【分類(lèi)號(hào)】：G633.6

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