基于跨学科融合的高考数学试题分析——以2021~2023年全国卷和新高考卷为例  

Analysis of Mathematics Examination Questions in the College Entrance Examination Based on Interdisciplinary Integration—A Case Study of the National Examination and the New Math College Entrance Examination from 2021 to 2023

作　　者：赵静[1] 凡震彬[1] 

机构地区：[1]扬州大学,数学科学学院,江苏 扬州

出　　处：《教育进展》2024年第7期1637-1644,共8页Advances in Education

摘　　要：《普通高中数学课程标准(2017年版)》强调数学学习与教学应注重同其他学科的联系,高考评价体系也注重对学科知识“综合性”的考查,加强跨学科融合是数学教学与高考改革的趋势,研究分析高考数学试题跨学科知识的考查现状具有重要意义。本文从呈现方式、学科来源、使用目的、知识领域、核心素养五个维度,研究2021~2023年高考试题的命题规律和特点。研究发现:高考数学跨学科试题学科来源丰富,但融合深度较浅,注重考查核心素养,但不全面。基于分析结果给出教师教学和命题建议:坚持核心素养导向;整合跨学科知识,培养跨学科思维;调整教学方法,重视现实情境的结合;多元评价,提高学生跨学科学习的信心。The Curriculum Standards for Mathematics in General High Schools (2017 Edition) emphasizes that mathematics learning and teaching should pay attention to the connection with other disciplines, and the evaluation system of the college entrance examination also pays attention to the “comprehensive” examination of subject knowledge. This paper studies the rules and characteristics of the proposition system of the 2021~2023 college entrance examination paper questions from five dimensions: presentation mode, subject source, purpose of use, knowledge field, and core literacy. The results show that the interdisciplinary questions of mathematics in the college entrance examination have rich subject sources, but the depth of integration is shallow, and the core literacy is emphasized, but it is not comprehensive. Based on the analysis results of the article, some suggestions are given for teachers’ teaching and propositions: adhere to the core literacy orientation;integrate interdisciplinary knowledge and cultivate interdisciplinary thinking;adjust teaching methods to focus on the combination of real-life situations;multiple evaluations to improve students’ confidence in interdisciplinary learning.

关 键 词：跨学科融合 高考试题分析 核心素养 

分 类 号：G63[文化科学—教育学]