不同水平学生数学学业成绩表现及其影响因素——基于八年级学生大规模区域监测数据  

Research on the Academic Achievements in Mathematics of Different Levels’Students and Its Influencing Factors--Based on the Data of Eighth-Grade Students Collected by Large-Scale Area Monitoring System

作　　者：付钰 綦春霞[1] Fu Yu;Qi Chunxia

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育测量与评价》2020年第8期28-33,41,共7页Educational Measurement and Evaluation

基　　金：北京师范大学中国基础教育质量监测协同创新中心“区域质量健康体检项目”子项目“中学数学素养测评与诊断改进”(项目编号:110105006)阶段性成果之一。

摘　　要：基于参与区域教育质量监测的25,969名八年级学生的测试数据,探讨不同水平学生数学学业成绩表现及其影响因素之间的差异。结果表明:在认知领域,高水平学生在“了解”和“理解”层次表现较好,但在“应用”层次所有学生仍有待发展;在内容领域,高水平学生在“数与代数”领域普遍表现较好,但所有学生在“图形与几何”领域的表现差异较大,高水平学生的差异尤其明显;在影响因素方面,数学兴趣、可视化表征方式、问题解决毅力、数学焦虑等对不同水平学生的数学学业成绩均有较大的影响。为此,教师应关注不同水平学生在数学认知与内容领域中的差异,重视培养学生的问题解决毅力,鼓励学生使用可视化表征方式,同时努力提高学生的数学学习兴趣,降低数学焦虑对学生数学学习的负面影响。Based on the data of the eighth-grade students collected by large-scale area monitoring system,Mathematics achievements of different levels’students and its influencing factors were analyzed in this paper.The results show that:in the field of cognition,high-level students perform well at the level of“knowing”and“understanding”;in the field of application,all students’performance needs to be improved;in the field of content,high-level students performbetter in“number and algebra”than low-level students,and the performance of students at different levels in“graph and geometry”is also different;in terms of influencing factors,mathematical interest,visual representation,problem-solving perseverance,mathematical anxiety and so on exert great influence on the Mathematics achievements of students at different levels.Therefore,teachers should pay more attention to the different performance of different levels’students in the field of cognition and content,cultivate students’problem-solving perseverance,encourage students to use visual representation,strive to improve students’interests in Mathematics learning and reduce the negative impact of mathematical anxiety on students’Mathematics learning.

关 键 词：教育质量监测 数学学业成绩 学业质量评价 大规模区域监测 

分 类 号：G40-058.1[文化科学—教育学原理]