数学教与学、数学动机及知识熟悉程度对数学核心素养的影响被引量：5

The Influence of Mathematics Teaching and Learning,Mathematical Motivation and Knowledge Familiarity Degree on Mathematics Key Competencies

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摘要选取湖北省16个市州的17,592名高中生为调查对象,运用SPSS 26.0、AMOS 22.0及Mplus 8.3统计软件,对教师的教及学生的学、数学动机、知识熟悉程度与数学核心素养之间的关系进行研究。结果表明:学生的学、教师的教、数学动机、知识熟悉程度对数学核心素养均有显著的正向影响;教师的教、学生的学、数学动机对知识熟悉程度均有显著的正向影响;学生的学、教师的教对数学动机均有显著正向影响;数学动机在学生的学与数学核心素养之间,以及教师的教与数学核心素养之间存在显著的中介作用;知识熟悉程度在学生的学与数学核心素养之间,以及教师的教与数学核心素养之间存在显著的中介作用;数学动机、知识熟悉程度在学生的学与数学核心素养之间,以及教师的教与数学核心素养之间存在显著的链式中介作用。 A total of 17,592 high school students from 16 cities and towns of Hubei Province are selected as survey objects.Statistical tools including SPSS 26.0,AMOS 22.0 and Mplus 8.3 are used to study the relationship among students’learning,teachers’teaching,mathematical motivation,knowledge familiarity and mathematics key competencies.The results show that:students’learning,teachers’teaching,mathematical motivation and knowledge familiarity have significant positive effects on the mathematics key competencies;students’learning,teachers’teaching and mathematical motivation all have significant positive influence on knowledge familiarity;both students’learning and teachers’teaching have significant positive influence on mathematical motivation;Mathematical motivation has a significant mediating effect on the relationship between students’learning and mathematics key competencies,as well as the relationship between teachers’teaching and mathematics key competencies;knowledge familiarity plays a significant mediating role between students’learning and mathematics key competencies,as well as between teachers’teaching and mathematics key competencies;mathematical motivation and knowledge familiarity have a significant chain-mediated effects on the relationship between students’learning and mathematics key competencies,and the relationship between teachers’teaching and mathematics key competencies.

作者胡典顺张萍朱展霖 Hu Dianshun;Zhang Ping;Zhu Zhanlin

机构地区华中师范大学数学与统计学学院

出处《教育测量与评价》 2021年第5期33-40,共8页 Educational Measurement and Evaluation

基金教育部人文社会科学研究规划基金项目“中小学核心素养测评的模型建构与实证研究”(19YJA880012) 中央高校基本科研业务费专项资金资助“基于学习分析技术的高中数学核心素养评价模型研究”(CCNU19TS029) 中央高校基本科研业务费专项资金资助“文理不分科背景下的数学命题与考试研究”(CCNUTE2020-04)的研究成果。

关键词数学动机知识熟悉程度数学核心素养结构方程模型 mathematical motivation knowledge familiarity mathematics key competencies structural equation modeling

分类号 G40-058.1 [文化科学—教育学原理]