素养导向的初中数学“综合与实践”活动课教学评价探讨

Exploration of Teaching Evaluation for Competency-Oriented “Integration and Practice” Activity Courses in Junior High School Mathematics

摘要: 在以核心素养为导向的课程改革日益深化的背景下，初中数学“综合与实践”活动作为培养学生综合运用知识解决实际问题能力的关键领域，其教学评价的转型对课程目标的落实具有决定性作用。对于“综合与实践”活动课的教学评价，首先阐述了核心素养为本的教学评价的重要意义，其次系统剖析了当前评价实践中存在的评价理念滞后、评价内容窄化、评价方式僵化和评价主体单一等困境，最后提出了系统化的改进策略，包括革新评价理念、拓展评价内容、创新评价方式和多元评价主体等，同时引入实证研究方法并开发具体评价工具，增强学科针对性，以期为推动初中数学“综合与实践”活动课程的实效开展、促进学生在数学探究中实现核心素养的深度融合与全面提升提供理论参考与实践路径。

Abstract: Against the backdrop of the deepening curriculum reform oriented toward core competencies, the “Integration and Practice” activities in junior high school mathematics serve as a key field for cultivating students’ ability to comprehensively apply knowledge to solve practical problems, and the transformation of their teaching evaluation plays a decisive role in the realization of curriculum objectives. Regarding the teaching evaluation of “Integration and Practice” activity courses, this paper first expounds the significant implications of teaching evaluation based on core competencies, then systematically analyzes the predicaments existing in current evaluation practices, including backward evaluation concepts, narrowed evaluation content, rigid evaluation methods, and a single evaluation subject. Finally, it puts forward systematic improvement strategies, such as innovating evaluation concepts, expanding evaluation content, innovating evaluation methods, and diversifying evaluation subjects. At the same time, it introduces empirical research methods, develops specific evaluation tools, and enhances subject pertinence. The purpose is to provide theoretical references and practical approaches for promoting the effective implementation of the “Integration and Practice” curriculum in junior high school mathematics and facilitating the in-depth integration and all-round improvement of students’ core competencies in mathematical inquiry.