中学数学“教学评一体化”教学研究——以分式方程为例

Research on the “Integration of Teaching Evaluation” in Middle School Mathematics—Taking Fractional Equations as an Example

摘要: 在核心素养导向的课程改革背景下，传统数学教学“教”“学”“评”割裂现象制约了学生高阶思维发展。以分式方程教学为载体，构建“教学评一体化”实施框架，旨在通过目标统整、活动嵌评、反馈改进的系统设计，破解代数教学重技能轻素养的实践困境，为初中数学深度教学提供方法论支持。研究基于建构主义理论，构建了“三维目标统整–评价任务逆向设计–课堂动态监测”的实施路径：通过解构分式方程知识网络实现教学内容结构化重组，开发“认知–方法–情感”融合目标体系，并配套形成性评价工具链；实践层面采用“情境驱动–脚手架探究–多元评价”教学模式，结合智慧教育技术实现数据驱动的精准教学。研究表明，该模式显著提升了学生数学建模能力与问题解决水平，尤其在分式方程应用题解答正确率上提升27.3%。

Abstract: In the context of curriculum reform guided by core competencies, the phenomenon of the separation of “teaching,” “learning,” and “evaluation” in traditional mathematics teaching has constrained the development of students’ higher-order thinking. Using fractional equation teaching as a carrier, a “teaching evaluation integration” implementation framework is constructed, aiming to solve the practical dilemma of algebra teaching emphasizing skills over literacy through a systematic design of goal integration, activity embedding evaluation, and feedback improvement, and provide methodological support for in-depth teaching of junior high school mathematics. Based on constructivist theory, the implementation path of “three-dimensional goal integration evaluation task reverse design classroom dynamic monitoring” has been constructed. By deconstructing the knowledge network of fractional equations, the teaching content is structured and reorganized, and a “cognitive method emotional” integrated goal system is developed, accompanied by a formative evaluation tool chain; At the practical level, the teaching model of “scenario driven scaffolding exploration multiple evaluation” is adopted, combined with smart education technology to achieve data-driven precision teaching. Research has shown that this model significantly improves students’ mathematical modeling ability and problem-solving skills, especially in the accuracy of solving fractional equation application problems by 27.3%.