情境类型学视角下数学情境化试题分析——以2024年湖北省中考试题为例

Analysis of Contextualized Mathematical Test Questions from the Perspective of Situational Typology—Taking the 2024 Hubei Provincial Middle School Examination as an Example

摘要: 问题情境对学生问题解决能力的提升、核心素养的培养有重要的意义。探究中考试题中的问题情境能精确把握命题的部分特点，有效指导教学。基于罗日叶和我国学者的情境分析框架，对湖北省统一中考试卷和武汉市中考试卷中的问题情境进行统计分析，发现：辨别参数方面，两份试卷都注重现实情境的应用；内容参数方面，两份试卷核心素养覆盖较好，知识主题考察相对集中；装扮参数方面，问题情境以文字为主、图表为辅。对教师教学提出建议：创设真实情境，体会数学与现实的联系；加强学科融合，培养综合素养；创新情境信息呈现方式，提高信息处理与解读能力。

Abstract: Problem situations have significant implications for enhancing students’ problem-solving abilities and cultivating their core competencies. Exploring the problem scenarios in middle school entrance examination questions can accurately grasp some of the characteristics of the propositions and effectively guide teaching. Based on the situational analysis framework of Luo Riye and Chinese scholars, a statistical analysis was conducted on the problem scenarios in the unified middle school examination papers of Hubei Province and Wuhan City. It was found that in terms of identifying parameters, both papers focus on the application of real-life situations; In terms of content parameters, the two test papers have good coverage of core competencies, and the examination of knowledge themes is relatively concentrated; In terms of dressing parameters, the problem scenario is mainly based on text and supplemented by charts. Suggestions for teachers’ teaching: create real situations and experience the connection between mathematics and reality; Strengthen the integration of disciplines and cultivate comprehensive literacy; Innovate the way situational information is presented to improve information processing and interpretation abilities.