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随着数学课程改革的深化,以及学科核心素养在测评中的体现日益得到关注,大规模数学测评分析框架的构建,特别是框架中数学内容领域和核心素养,以及两者的整合是值得关注的地方。本文对PISA数学测评及TIMSS数学测评(八年级)在测评分析框架两个方面——内容领域和过程领域上进行梳理分析。本文指出两个测评在内容领域上呈现出共同的核心内容,但在具体内容领域维度上试题分布存在着不同;在过程领域上,两者都注重问题解决,但是PISA数学测评有别于TIMSS数学测评侧重以知识为线索的测评框架设计,体现出以问题解决和核心素养为重心的测评框架设计模式。本文进一步分析指出这两种不同的框架设计是来源于对课程的不同理解或关注,国内大规模数学测评分析框架应从测评学生应知应会走向应能,同时着重体现问题解决过程中核心素养的测评。

With the mathematics curriculum reform deepening,core competencies of mathematical assessment are paid attention increasingly.Large-scale mathematical assessment framework,especially content areas and core literacy in the mathematical framework,as well as the integration of the two aspects,are worthy of attention.Now,Content and process areas in PISA and TIMSS(eighth grade) mathematical assessment framework are analyzed.The common core contents in two assessments are existed.But in the concrete content dimensions,there also exit different item distribution;In process areas,two assessments both pay attention to problem solving.But PISA mathematical assessment is different from the TIMSS mathematical assessment which framework design focuses on knowledge of mathematical curriculum.In PISA mathematical assessment,integrated model of the problem solving and core competencies is constructed.Further analysis indicates that the design of two different frame is derived from the different understanding about the curriculum.what students can do should be design in domestic large-scale mathematical assessment framework,and core competencies in the process of problem solving should be focused on in the domestic large-scale mathematical assessment.