中学数学课堂中“教学行为”“学习行为”“数学反思性”对“数学核心素养”的影响研究  

Research on the Influence of Teaching Behavior,Learning Behavior and Mathematics Reflection on Mathematics Core Competency in High School Mathematics Class

作　　者：程汉波 杨旭端 胡典顺[4] 张可心 CHENG Han-bo;YANG Xu-duan;HU Dian-shun;ZHANG Ke-xin(Institute of Mathematics and Information Science,Guangzhou University,Guangdong Guangzhou 510006,China;Institute of Computing Science and Technology,Guangzhou University,Guangdong Guangzhou 510006,China;Guangzhou No.2 High School,Guangdong Guangzhou 510530,China;School of Mathematics and Statistics,Central China Normal University,Hubei Wuhan 430079,China)

机构地区：[1]广州大学数学与信息科学学院,广东广州510006 [2]广州大学计算科技研究院,广东广州510006 [3]广州第二中学,广东广州510530 [4]华中师范大学数学与统计学学院,湖北武汉430079

出　　处：《数学教育学报》2023年第4期5-12,共8页Journal of Mathematics Education

基　　金：教育部人文社会科学研究规划基金项目——中小学核心素养测评的模型建构与实证研究(19YJA880012);中央高校基本科研业务费项目——新高考分省市命题分学科质量评价指标体系研究(CCNUTEI2021-13)。

摘　　要：以湖北省16个州市17592名高中生为调查对象,采用问卷调查的形式,运用SPSS26.0、Mplus8.3等统计工具考察中学数学课堂中教师的教学行为、学生的学习行为、数学反思性及数学核心素养之间的关系.研究结果表明:(1)教师的教学行为、学生的学习行为、数学反思性均对数学核心素养有显著的正向影响,其中数学反思性对数学核心素养直接影响效果最显著;(2)数学反思性在教师的教学行为、学生的学习行为对数学核心素养间存在部分中介效应,且中介效应显著.This paper takes 17592 high school students from 16 cities and prefectures in Hubei Province as participants for the questionnaire survey,and uses SPSS26.0,Mplus8.3 and other statistical tools to investigate the relationship among teachers’teaching behavior,students’learning behavior,mathematical reflection,and mathematics core competency in high school mathematics class.The results show that:(1)Teachers’teaching behavior,students’learning behavior,and mathematics reflection all have a significant positive impact on mathematics core competency.Among them,mathematics reflection has the most significant direct effect on mathematics core competency;(2)Mathematics reflection plays a partial mediating effect between students’learning behavior and teachers’teaching behavior on mathematics core competencies,and the mediating effect is significant.

关 键 词：教学行为 学习行为 数学反思性 数学核心素养 结构方程模型 

分 类 号：G632[文化科学—教育学]