核心素养视域下中考数学试题情境研究与启示——以2023~2025年江西、广东、湖南、福建四省中考试题为例

Research and Implications of Mathematics Exam Question Situations in High School Entrance Examination from the Perspective of Core Competencies—A Case Study of the 2023~2025 Senior High School Entrance Examination Papers in Jiangxi, Guangdong, Hunan, and Fujian Provinces

摘要: 试题情境是连接数学知识与现实应用、检验学生核心素养的关键载体。本研究以2023~2025年四省中考数学试题为研究对象，构建情境类型、表征方式、知识类型、融合深度、核心素养五个维度的分析框架。结果发现，情境试题中生活情境占比最高；单一性表征占比最高；统计与概率、综合与实践板块情境试题占比大；情境融合深度以背景型融合为主；运算能力考查次数最多，空间观念和模型观念考查较少，且情境试题在核心素养分布较无情境试题更加均衡。最后，给出试题命制建议与教学启示，为试题命制与情境教学提供参考。

Abstract: Exam context is a key carrier connecting mathematical knowledge with real-world applications and assessing students’ core competencies. This study takes the 2023~2025 mathematics examination questions of the senior high school entrance examination in four provinces as research objects, and constructs a five-dimensional analytical framework covering context type, representation mode, knowledge type, integration depth, and core competencies. The results show that life context accounts for the highest proportion among contextual questions; single representation is the most common; contextual questions are mainly distributed in “Statistics and Probability” and “Comprehensive Practice”; most contexts adopt background integration; operational ability is assessed most frequently, while spatial conception and modeling conception are less examined. Moreover, contextual questions present a more balanced distribution of core competencies than non-contextual questions. Finally, suggestions for item design and teaching implications are put forward to provide references for the contextualized proposition and teaching of mathematics.