华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2023, Vol. 41 ›› Issue (4): 83-92.doi: 10.16382/j.cnki.1000-5560.2023.04.007

• 基本理论与基本问题 • 上一篇    下一篇

我国高考数学应该引入计算器吗？——基于对30个国家和地区高考政策和实践的调查及思考

李淑惠1, 李上2, 范良火1,3   

  1. 1. 华东师范大学数学科学学院，上海 200241
    2. 昆山杜克大学，江苏昆山 215316
    3. 南安普顿大学，英国南安普顿 SO17 1BJ
  • 接受日期:2022-09-02 出版日期:2023-04-01 发布日期:2023-03-11
  • 基金资助:
    华东师范大学亚洲数学教育中心项目（92900-120215-10514）；华东师范大学“幸福之花”先导研究基金项目（2019ECNU-XF2H004）；上海市核心数学与实践重点实验室基金（22DZ2229014）

Should Calculators Be Allowed to Use in College Entrance Examinations in Mathematics: An International Comparison of 30 Countries and Regions’ Calculator Use Policies and Practices in College Entrance Examinations

Shuhui Li1, Shang Li2, Lianghuo Fan1,3   

  1. 1. School of Mathematical Sciences, East China Normal University, Shanghai 200241, China
    2. Duke Kunshan University, Kunshan, Jiangsu 215316, China
    3. University of Southampton, Southampton SO17 1BJ, UK
  • Accepted:2022-09-02 Online:2023-04-01 Published:2023-03-11

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摘要：

高考数学是否应该引入计算器是一个学界关心和争议的话题。本研究调查了六大洲30个经济较为发达的国家和地区高考数学计算器的使用规定，从考试模式（单一、混合）、计算器的种类和计算器本身在数学试题及其解答中发挥的作用三方面进行比较分析，并对有代表性的考试样卷进行案例分析。研究发现，当前全球大多数高考数学卷允许使用计算器，且以科学计算器的单一模式为主。高考数学中引入计算器能够突破传统考试对试题内容、类型和情境的限制，为提高试题的情境性、开放性、灵活性、应用性和探究性，拓宽试题内容的范围提供新的途径，并有效提高考试与课程标准的一致性。根据研究结果，我们认为，应充分认识到将计算器引入高考数学的正面价值和信息时代下的必然性，高考改革应积极适应未来社会发展的需要；努力探索将计算器引入高考数学的考试模式和题目设计，开展相关研究，推进考试创新和命题改革；同时，要切实注意到计算器进入高考数学带来的公平性问题，制订和完善有关计算器进入课堂和考试的长期规划。

关键词: 高考数学, 教育考试政策, 计算器使用, 现代信息技术, 国际和比较教育

Abstract:

Whether calculators should be introduced to College Entrance Examinations in Mathematics (CEE-M) in China is a long-standing controversial topic. This study examined calculator use policies and practices in CEE-M in 30 relatively economically developed countries and regions, and compared their delivery modes (single, mixed), types of calculators allowed and roles of calculators in exam questions and solutions; representative questions in selected sample exams were also used for case analysis. The study found that most CEE-M allowed students to use calculators, with mainly the single delivery mode using scientific calculators, and introducing calculators into the CEE-M can provide a new opportunity to enhance the real-life context, openness, and flexibility of questions in mathematics examinations. According to the results, the study concluded that there is a need to fully realize the value of introducing calculators in CEE-M, carry out more research in designing exam questions allowing calculators to promote examination reform and innovation, and establish a long-term plan for introducing calculators into mathematics classrooms and examinations.

Key words: college entrance examinations in mathematics, education examination policy, calculator use, ICT, international and comparative education