指向应用意识培养的初中数学项目式学习评价指标建构与案例设计

Construction of Assessment Criteria and Case Design for Project-Based Learning in Junior High School Mathematics Aimed at Cultivating Applied Awareness

摘要: 数学源于现实，用于现实。立足《义务教育数学课程标准课标(2022年版)》与相关研究对数学应用意识内涵的深化，将数学应用意识内涵转化为“现实问题数学化、数学知识现实化、综合应用与表达”三个维度的评价框架，并以低碳出行宣传方案设计项目为例进行案例设计。切实推动“教学评一致性”，助力学生从“学数学”走向“用数学”。

Abstract: Mathematics originates from reality and is applied to reality. Building upon the “Compulsory Education Mathematics Curriculum Standards (2022 Edition)” and relevant research on the deepening of the concept of application awareness, this study transforms the essence of application awareness into an evaluation framework comprising three dimensions: “mathematizing real-world problems,” “real-world application of mathematical knowledge,” and “integrated application and expression.” A case study is designed using the project of designing a low-carbon travel awareness campaign as an example. This approach effectively promotes the “alignment of teaching, learning, and assessment,” helping students transition from “learning mathematics” to “applying mathematics”.