素养导向的试题设计:探析情境化问题的合理配置  

Design of Competency-oriented Test Items:An Exploration of Rational Distribution of Contextualized Questions

作　　者：祝智庭[1] 赵晓伟 沈书生[2] ZHU Zhiting;ZHAO Xiaowei;SHEN Shusheng(School of Open Learning and Education,East China Normal University,Shanghai 200241;College of Educational Science,Nanjing Normal University,Nanjing Jiangsu 210097)

机构地区：[1]华东师范大学开放教育学院,上海200241 [2]南京师范大学教育科学学院,江苏南京210097

出　　处：《电化教育研究》2025年第3期5-12,27,共9页E-education Research

基　　金：国家社会科学基金教育学2024年度青年项目“AIGC支持认识发生的数智苏格拉底对话式学习研究”(项目编号:CCA240256)。

摘　　要：2025年初,深圳南山区的小学数学期末试题因其创新性的命题风格引发社会热议。文章以该试题为窗口,透视其中的问题设置情况,以情境化问题为切入,剖析其在“教—学—评”中的功能定位。研究引入“情境信息丰度”概念,基于信息量的不同,将试题中的情境化问题划分为贫信息问题、简信息问题和富信息问题,并在此基础上探讨其合理配置策略与设计进路。研究强调,以问题思维构建“教—学—评”一体化,建立“信息丰度—知能深度”之间的动态平衡,充分发挥简信息问题的支架作用,并通过等价情境簇优化学生的认知体验,以期为素养导向的试题设计提供参考借鉴。In early 2025,the final math exam for primary schools in Nanshan District,Shenzhen,triggered heated discussions in society due to its innovative question-setting style.The study takes the test questions as a window to look at the problem setting,and analyzes its function in"teaching-learning-assessment"through contextualized questions.The study introduces the concept of"contextual information richness",based on varying amounts of information,categorizes the contextualized questions in the test into low-information problems,simple-information problems,and rich-information problems.On this basis,it explores strategies for their rational distribution and design approaches.The study emphasizes constructing the integration of"teaching-learning-assessment"through problem-based thinking,establishing a dynamic balance between"contextual information richness"and"knowledge and skill depth",leveraging the scaffolding role of simple-information problems,and optimizing students'cognitive experiences through equivalent contextual clusters.The aim is to provide references for competency-oriented test item design.

关 键 词：情境化问题 问题思维 核心素养 命题情境 问题情境 

分 类 号：G434[文化科学—教育学]