数学认知激发对学生数学核心素养的影响——以学生数学学习习惯为中介的多层线性模型分析  

The Influence of Mathematical Cognition Stimulation on Students'Mathematical Core Competency:Hierarchical Linear Model Analysis Mediated by Students'Mathematical Learning Habits

作　　者：胡典顺[1] 常宁 HU Dianshun;CHANG Ning(Central China Normal University,Wuhan 430079)

机构地区：[1]华中师范大学数学与统计学院,430079 [2]华中师范大学人工智能教育学部,430079

出　　处：《教育科学研究》2025年第2期43-50,共8页Educational Science Research

基　　金：2022年度南疆经济与社会高质量发展研究重点项目“基于应用数学能力的校本课程开发研究”(NFK2203)的成果之一。

摘　　要：采用多层线性分析方法,从学生个体嵌套于学校的视角分析初中生核心素养的影响机制。研究发现:(1)所调查的59所学校初中生数学核心素养存在显著性差异。(2)从个体层次来看,学生的数学学习习惯能显著正向预测其数学核心素养。(3)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,也能正向预测学生的数学学习习惯。(4)从跨层交互作用来看,教师对学生数学认知的激发,显著影响学生数学学习习惯对数学核心素养的解释力。基于研究结论,建议在个体层面主要培养学生善于思考的习惯;在组织层面教师由管理者、灌输者、命令者向合作者、质询者、对话者转变;在跨层交互作用上,教师激发学生在问题解决中不断思考的习惯以培育数学核心素养。This study uses a multi-layer linear analysis method to explore the influence mechanism of the core competency of junior middle school students from the perspective of individual students nested in schools.The study found that:(1)there are significant differences in the mathematics core competency of junior middle school students in 59 schools.(2)From the individual level,students'math learning habits can significantly and positively predict their core competency.(3)From the perspective of organizational level,teachers'stimulation of students'math cognition can significantly and positively predict their core competency,and also positively predict students'math learning habits.(4)From the perspective of cross-layer interaction,the level of teachers'stimulation of students'mathematics cognition significantly affects the explanatory power of students'mathematics learning habits to the mathematics core competency.Based on the conclusion,it is suggested that students should develop their thinking habits at the individual level;at the organizational level,teachers should change their roles from managers,indoctrmentors to partners,inquirer and interlocuators;teachers should also inspire students to cultivate the core quality of mathematics in problem solving.

关 键 词：数学核心素养 数学学习习惯 学生数学认知的激发 多层线性模型 

分 类 号：G633.6[文化科学—教育学]