基于布卢姆教育目标分类学的高考导数试题认知思维层次评析——以2024年3套高考数学卷为例  

Cognitive Thinking Level Evaluation of Derivative Test Items in College Entrance Examinations Based on Bloom's Taxonomy of Educational Objectives——Taking Three Sets of Mathematics Papers for the College Entrance Examination in 2024 for Example

作　　者：黄诗媛 周仕荣 HUANG Shiyuan;ZHOU Shirong

机构地区：[1]闽南师范大学数学与统计学院,漳州363000

出　　处：《教育测量与评价》2025年第2期99-112,共14页Educational Measurement and Evaluation

摘　　要：基于布卢姆教育目标分类学,融合阿宁迪亚问题层次划分标准,构建了涵盖浅层、中层、深层的三级认知思维层次试题分析框架,从试题分布、知识点及问题类型等角度,系统解析2024年新高考Ⅰ卷、Ⅱ卷及全国甲卷理科卷数学导数试题的认知思维层次特征,揭示高考命题对学生认知思维深度的考查期望。研究发现,3套高考数学卷的导数试题认知思维考查分布均衡,呼应“低起点、多层次、高落差”命题要求;知识点与问题类型设置丰富,体现“强基础、重应用”特征;强调中层、深层思维能力考查,呈现“重素养、拓思维”倾向。这提示教师在教学实践中须夯实学生导数基础,注重运算能力的培养;精准诊断,分层设问,持续优化教学效果;依托最近发展区,推动学生认知思维与学科素养的融合发展。Based on Bloom's taxonomy of educational objectives and incorporating Anindya's hierarchical problem classification,this study constructs a three-tiered cognitive thinking level framework(shallow,intermediate,deep)for test item analysis.We systematically analyzed the cognitive thinking level characteristics of derivative questions in the 2024 new college entrance examination paper(vol.I and II)and the national science mathematics paper(jia volume)from perspectives of question distribution,knowledge points,and question types.The study reveals the examination's expectations for assessing students'cognitive thinking depth.Findings indicate that in all three papers,the distribution of cognitive thinking level assessments in the calculus test items is evenly distributed,aligning with the principles of“low starting points,multi-level progression,and significant cognitive gaps”.The diverse question types and knowledge points reflect the characteristics of“emphasis on solid foundations and practical application”.The focus on intermediate and deep cognitive thinking abilities indicates a tendency towards“valuing literacy and expanding thinking”.This suggests that educators should strengthen students'calculus knowledge foundation,emphasize computational skill development,implement precise diagnosis and design tiered problems to achieve continuous improvement in teaching efficacy,and leverage the zone of proximal development to promote the integrated development of students'cognitive thinking and academic literacy.

关 键 词：高考数学 试题分析 布卢姆教育目标分类学 导数 认知水平 认知思维层次 

分 类 号：G632.474[文化科学—教育学]