初中生数学核心素养的影响因素研究——基于多层线性模型的分析  

Research on Influencing Factors of Junior High School Students'Mathematics Core Literacy-The Analysis Based on Hierarchical Linear Model

作　　者：胡典顺[1] 黄嵩涛 HU Dianshun;HUANG Songtao

机构地区：[1]华中师范大学数学与统计学学院,武汉430079 [2]华中师范大学人工智能教育学部,武汉430079 [3]武汉市汉阳一中

出　　处：《教育测量与评价》2024年第5期3-14,共12页Educational Measurement and Evaluation

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)阶段性成果。

摘　　要：采用多层线性模型探索初中生数学核心素养的影响机制。研究发现:样本学校初中生数学核心素养存在显著差异;从个体层次来看,学生的数学学习投入、数学学习习惯显著正向预测其数学核心素养;从组织层次来看,教师对学生数学认知的激发能显著正向预测其数学核心素养;从跨层交互作用来看,教师对学生数学认知的激发程度,显著影响学生数学学习投入对数学核心素养的解释力,但其影响学生数学学习习惯对数学核心素养的解释力不显著。建议提高教师对学生数学认知的激发程度,引导学生养成良好的数学学习习惯,同时激发学生的学习热情,增加他们的数学学习投入。Using hierarchical linear method,this paper explores the mechanism affecting junior high school students'mathematics core literacy.It shows that:there are significant differences in the mathematics core literacy of junior high school students in the schools;from the individual level,students'mathematics learning engagement and mathematics learning habits can significantly and positively predict their mathematics core literacy;from the organizational level,teachers'stimulation of mathematics cognition can significantly and positively predict students'mathematics core literacy;from the perspective of cross-layer interaction,the level of teacher's stimulation of mathematics cognition significantly affects the explanatory power of students'mathematics learning engagement on mathematics core literacy,however,the explanatory power of students'mathematics learning habits is not significant.Based on the findings,we suggest improving teachers'stimulation of students'mathematics cognition,guiding students to develop good mathematics learning habits,and stimulating students'passion for learning,increasing students'mathematics learning engagement.

关 键 词：数学核心素养 数学学习投入 数学学习习惯 认知激发 

分 类 号：G40-058.1[文化科学—教育学原理]