本文選題：數(shù)學(xué)素養(yǎng) + PISA��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：數(shù)學(xué)作為推動(dòng)科學(xué)技術(shù)進(jìn)步的關(guān)鍵力量,而數(shù)學(xué)素養(yǎng)則是科技高速發(fā)展的現(xiàn)代人們適應(yīng)生活的必要條件。中學(xué)階段是學(xué)生智力發(fā)展的關(guān)鍵階段,也是培養(yǎng)學(xué)生數(shù)學(xué)素養(yǎng)的最佳時(shí)期,對學(xué)生的數(shù)學(xué)素養(yǎng)現(xiàn)狀的調(diào)查有助于了解學(xué)生數(shù)學(xué)素養(yǎng)狀況,分析影響學(xué)生數(shù)學(xué)素養(yǎng)的關(guān)鍵因素,改進(jìn)中學(xué)教師的教學(xué)理念和教學(xué)方法,從而促進(jìn)學(xué)生數(shù)學(xué)素養(yǎng)水平的提高。本文從國內(nèi)外數(shù)學(xué)素養(yǎng)的研究中系統(tǒng)分析了數(shù)學(xué)素養(yǎng)的內(nèi)涵、特征以及構(gòu)成要素。在此基礎(chǔ)上,深入分析國際PISA測評(píng)的特點(diǎn)和測評(píng)題的開發(fā)設(shè)計(jì)方法,參考我國《初中數(shù)學(xué)課程標(biāo)準(zhǔn)2011年》,以北京師大版的初中數(shù)學(xué)教材為基礎(chǔ)編制了數(shù)學(xué)素養(yǎng)的測評(píng)題來研究初中生的數(shù)學(xué)素養(yǎng)現(xiàn)狀。測評(píng)題是以深圳市龍崗區(qū)的三所中學(xué)的八年級(jí)學(xué)生為研究對象,數(shù)據(jù)采用SPSS22.0統(tǒng)計(jì)軟件進(jìn)行分析,得出了以下結(jié)論:(1)初中生的數(shù)學(xué)素養(yǎng)處于中等水平。其中情境維度:學(xué)生在熟悉的問題情境中表現(xiàn)較好;內(nèi)容維度:學(xué)生在不確定性和數(shù)據(jù)中得分最高;過程維度:學(xué)生在數(shù)學(xué)表述得分最高;能力維度:學(xué)生在溝通能力中表現(xiàn)最好;題型維度:學(xué)生在選擇題中得分最高。(2)學(xué)生存在的不足。學(xué)生解決社會(huì)情境問題能力欠佳,幾何素養(yǎng)水平相對于其他的內(nèi)容領(lǐng)域處于薄弱地位,學(xué)生的數(shù)學(xué)反思能力不足,創(chuàng)造性表現(xiàn)不夠突出。(3)不同學(xué)校的學(xué)生數(shù)學(xué)素養(yǎng)水平存在顯著差異�？傮w而言,較好學(xué)校的學(xué)生的數(shù)學(xué)素養(yǎng)狀況優(yōu)于較差學(xué)校的學(xué)生的數(shù)學(xué)素養(yǎng)狀況,但在一些單項(xiàng)分析上出現(xiàn)反超現(xiàn)象,這個(gè)現(xiàn)象有待于進(jìn)一步分析成因�；谝陨涎芯拷Y(jié)果提出,數(shù)學(xué)教學(xué)要從學(xué)生的數(shù)學(xué)素養(yǎng)現(xiàn)狀和影響因素出發(fā),因此對教師的教學(xué)有針對性地給出以下建議:(1)創(chuàng)設(shè)基于現(xiàn)實(shí)生活的多樣化的問題情境。(2)加強(qiáng)培養(yǎng)學(xué)生的幾何素養(yǎng)。(3)創(chuàng)建有利于發(fā)展學(xué)生反思能力的教學(xué)設(shè)計(jì)和評(píng)價(jià)。(4)關(guān)注學(xué)生數(shù)學(xué)閱讀能力的持續(xù)發(fā)展。(5)尊重學(xué)生思維差異,促進(jìn)學(xué)生創(chuàng)造力的發(fā)展。本文的創(chuàng)新之處在于:(1)借鑒于國際知名的PISA測試題設(shè)計(jì)理念,結(jié)合我國社會(huì)的現(xiàn)實(shí)情境,編制了一套適用于本土的測評(píng)試題(2)測評(píng)題經(jīng)歷“專家討論-命制樣卷-樣卷檢測分析-部分地區(qū)試測-樣卷更改-正式測試”這樣一條規(guī)范的開發(fā)路線,編制的測評(píng)試題的信度和效度均檢測良好。(3)對測評(píng)數(shù)據(jù)分析從多個(gè)方面展開,保證分析結(jié)果的科學(xué)性和嚴(yán)謹(jǐn)性。
[Abstract]:Mathematics is the key force to push forward the progress of science and technology, and mathematics literacy is the necessary condition for modern people to adapt to life with the rapid development of science and technology. The middle school stage is the key stage of the students' intelligence development and the best time to cultivate the students' mathematics literacy. The investigation of the present situation of the students' mathematics literacy is helpful to understand the students' mathematics literacy status and analyze the key factors that affect the students' mathematics literacy. Improve the teaching idea and teaching method of middle school teachers, thus promote the improvement of students' mathematics literacy level. This paper systematically analyzes the connotation, characteristics and elements of mathematics literacy from the research of mathematics literacy at home and abroad. On this basis, the characteristics of international PISA evaluation and the development and design methods of the evaluation questions are analyzed. Referring to the Chinese Junior Middle School Mathematics Curriculum Standard 2011, based on the junior high school mathematics teaching materials of Beijing normal University, this paper compiled the mathematics literacy evaluation questions to study the present situation of junior high school students' mathematics literacy. Taking the eighth grade students of three middle schools in Longgang District of Shenzhen as the research object, the data are analyzed by SPSS22.0 software, and the following conclusions are drawn: the junior middle school students' mathematics literacy is at the middle level. Among them, situational dimension: students perform well in familiar problem situations; content dimension: students score the highest in uncertainty and data; process dimension: students get the highest score in mathematical expression; Ability dimension: students' communication ability is the best; problem type dimension: students' highest scores in multiple choice questions. Students' ability to solve social situational problems is poor, the level of geometric literacy is in a weak position compared with other content areas, and the students' ability to reflect on mathematics is insufficient. Creative performance is not outstanding. 3) there are significant differences in students' mathematical literacy level in different schools. In general, the mathematical literacy of the students in the better schools is better than that of the students in the worse schools, but there is a phenomenon of counter-superfluous in some individual analysis, which needs to be further analyzed. Based on the above research results, it is suggested that mathematics teaching should proceed from the present situation of students' mathematical literacy and the influencing factors. Therefore, this paper gives the following suggestions to teachers' teaching: 1) creating diversified problem situations based on real life. 2) strengthening the cultivation of students' geometric literacy. 3) creating teaching design and evaluation conducive to the development of students' reflective ability. Pay attention to the sustainable development of students' mathematical reading ability. (5) respect the difference of students' thinking. Promote the development of students' creativity. The innovation of this paper lies in: (1) drawing lessons from the internationally famous design concept of PISA test questions, combining with the realistic situation of our society, We have compiled a set of test questions that are suitable for local use. They have experienced a standard development route, such as "expert discussion-ordering sample volume-sample volume detection and analysis-part of regional test-sample volume modification-formal test" as a standard development route, "expert discussion-ordering sample volume-sample volume detection and analysis-part of the area test-sample volume change-formal test" The reliability and validity of the test questions are tested well. 3) the analysis of the test data is carried out from many aspects to ensure the scientific and rigorous results of the analysis.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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