《课程标准》指出：“学科核心素养是正确的价值观、必备品行和

关键能力，它集中体现了育人价值，是学生在深入学习和探索学科知

识过程中渐渐形成的”。数学运算素养是六大核心素养中不可替代的一

部分。为适应新时代人才培养需求，本文以核心素养为基础，对高三

学生数学运算素养能力现状进行调查，研究其影响因素，继而提出相

应的培养策略。

本研究采用文献研究法、调查法、数据分析法。参考《课程标

准》构建高中生数学运算素养水平评价框架。编制测试卷，调查高三

学生数学运算素养水平现状，得出结论：（1）该校高三学生数学运算

素养整体水平良好。几乎所有学生都达到了水平一及以上，80%以上达

到水平二；（2）高三学生在运算对象的理解和运算法则的掌握两个维

度上表现较好，在求得运算结果和探究运算思路维度上表现相对较

差；（3）文理科学生的数学运算素养水平差异明显，文科学生整体水

平低于理科学生。

编制调查问卷，结合测试卷分析影响高三学生数学运算素养的主

要因素，得出结论：（1）高三学生数学运算意志力低，行为上不重视

数学运算的培养；（2）数学运算法则掌握不全面、未形成知识体系；

（3）运算思路形成定势，无法在综合创新的情境中探究正确的运算思

路；（4）某些良好的运算习惯未养成；（5）教师行为的影响。

基于上述调查，本研究提出以下五点培养策略：（1）注重情境创

设与问题设计；（2）构建知识体系，深度理解数学知识；（3）活学活

用，探究运算思路；（4）规范运算过程，培养运算习惯；（5）加强板

书示范，提高运算能力。

The literacy in mathematical operation is an irreplaceable aspect of the six essential literacies. This document aims to explore the current state of senior three students' proficiency in operations literacy, look at its influencing factors, and puts forward corresponding training strategies for enhancing the operations literacy of senior three students to meet the training needs of talents in the new eras.

This study uses methods of documentation, research and data analysis. Evaluation of secondary school students' work in mathematics is based on curriculum standards. The operation literacy level test has been developed to conduct a thorough study and analysis of the current status of senior three students in operation literacy, and produces the following: (1) Senior three students perform relatively well in mathematical operation literacy. More than 80% have passed level 2; (2) Students have a good grasp of understanding operand objects and mastering operation rules, but a relatively poor performance in obtaining operation results and exploring operation ideas; (3) The math literacy of liberal arts students lags behind that of science students in both overall and performance dimensions.

Based on the study of questionnaire and test paper responses, the main factors are as follows: (1) Senior three students tend to demonstrate limited perseverance in operation and do not pay attention to the training of mathematical operation in behavior; (2) Incomplete grasp of mathematical algorithms, and no knowledge system has been formed; (3) The operation ideas form a fixed set, unable to explore the correct operation ideas in the context of comprehensive innovation; (4) Some good computing habits have not been developed; (5) The influence of teachers' behavior. Based on the above investigation, the following training strategies for operation literacy of senior three students are proposed: (1) Focus on situation creation and problem design; (2) Build a knowledge system to deeply understand mathematical knowledge; (3) Use knowledge flexibly to explore operational ideas; (4) Standardize the operation process and cultivate the operation habit; (5) Strengthen blackboard demonstration and improve computing ability.