高中数学核心素养研究现状与展望

Research Status and Prospects of Key Competencies in High School Mathematics

摘要: 2014年教育部提出并部署发展学生“核心素养”，为深入了解我国高中数学核心素养的研究现状，采用文献分析工具CiteSpace对近十年(2015年~2024年)高中数学核心素养的主要研究文献进行透视分析。发现数学教育界比其它领域对“核心素养”研究更加敏感，核心作者与机构呈现多中心特点，目前本领域研究者主要关注的问题有课程标准与核心素养的解读；数学核心素养的实施策略和评价；以及直观想象素养、数学建模素养以及数学能力的培养。也发现本研究领域作者合作交流不充分，核心素养各成分研究不均衡，核心素养话语体系与原有知识–能力–思想方法叙述体系关系需要进一步厘清。

Abstract: In 2014, the Ministry of Education of China proposed and initiated the development of students’ “key competencies”. To gain a deeper understanding of the research status on key competencies in high school mathematics in China, the literature analysis tool CiteSpace was used to conduct a visual analysis of major research literature on this topic from the past decade (2015~2024). It was found that the mathematics education community has been more responsive to research on “key competencies” than other fields. Core authors and institutions exhibit a multi-centered characteristic. Current researchers in this field primarily focus on the following issues: interpreting the curriculum standards and key competencies; implementation strategies and evaluation of mathematical key competencies; and the cultivation of competencies in intuitive imagination, mathematical modeling, and mathematical ability. The analysis also revealed that collaboration and exchange among authors within this research domain are insufficient, research on the various components of key competencies is uneven, and the relationship between the discourse system of key competencies and the original knowledge-ability-thinking methodology narrative system requires further clarification.