数学试卷综合难度的内涵及其指标体系建构  

Conceptualizing and Constructing Indicators for Examining Item Difficulty in Mathematics Tests

作　　者：吕世虎[1] 于丽芳 王尚志[2] LV Shi-hu;YU Li-fang;WANG Shang-zhi(College of Education,Northwest Normal University,Gansu Lanzhou 730070,China;Capital Normal University,Beijing 100048,China)

机构地区：[1]西北师范大学教育学院,甘肃兰州730070 [2]首都师范大学,北京100048

出　　处：《数学教育学报》2020年第4期1-6,共6页Journal of Mathematics Education

基　　金：互联网教育数据学习分析技术国家地方联合工程实验室2019年校企合作项目——数学个性化推荐系统核心资源开发与应用研究(5009-0181)。

摘　　要：数学试卷的难易取决于客观和主观两方面:客观方面指作为客体的试卷本身内容和结构所决定的难易,即绝对难度;主观方面指作为实践主体的学生其水平所决定的难易,即相对难度.数学试卷的难度是主观与客观的统一,由绝对难度与相对难度共同决定.基于此,提出数学试卷综合难度的概念,并结合已有文献选择部分中考数学试卷为案例进行量化分析,构建用试卷题型及其顺序、试卷题量与考试时间、试题难度分布、试卷阅读量、试卷新颖性、学生实际水平等6个要素刻画的数学试卷综合难度指标体系.The difficulty of mathematics tests depends on objective and subjective aspects:The objective aspect refers to the difficulty determined by the content and structure of the test as an object,that is,the absolute difficulty;the subjective aspect refers to the difficulty determined by the level of the students as a practice subject,that is,the relative difficulty.The difficulty of mathematics tests is determined by the absolute difficulty and the relative difficulty together.Therefore,this study conceptualized the indicators for examining item difficult in mathematics tests and constructed it by analyzing part of the test items of the senior school entrance exam from the following aspects:The type and order of the test items,the number of test items and the test time,the distribution of the test difficulty,the amount of reading on the test,the originality of the test,and students’competencies.

关 键 词：数学试卷 综合难度 指标体系 

分 类 号：G632.0[文化科学—教育学]