随着时代与社会的发展进步，人们对学生的数学作图能力愈发关注。在我国课程标准改革中，数学作图的重要性也日益显现。此外，在中小学的学习以及各种阶段性考试中，出现了越来越多的数学图形问题，学生数学作图能力的培养也越发受到重视。高一学生从初中学习过渡到更难的高中学习，对其数学作图能力的调查有助于教师了解学生当前水平，从而为教师对高中阶段学生数学作图能力的培养提供一定的依据。

      本研究在调查高中学生数学作图能力时尝试划分较为科学的维度层次，参考相关研究以及数学课程标准，通过与教授、同学及一线数学教师的研讨，从数学图形的识别、绘制以及应用三个维度展开测评。通过测试卷分析了学生数学作图能力现状，同时通过访谈和问卷调查了解影响学生数学作图能力的关键因素和学生数学作图学习现状。本次调查对象是广东省中山市Z中学两个班级的学生，回收的有效测试卷112份，有效调查问卷117份。研究结果如下：

    （1）测试题平均分为63.91，测评整体学生的数学作图能力达到了及格水平。其中处于不及格水平的学生人数占21%，处于及格水平的学生人数占46%，处于良好水平的学生人数占25%，处于优秀水平的学生人数占8%。近一半的学生处于及格水平，只有极少部分学生能达到优秀水平。

    （2）学生在数学图形识别维度表现最好，处于该维度一、二、三层次的学生分别占11%、19%和70%；在数学图形绘制维度表现中等，处于该维度一、二、三层次的学生分别占17%、36%和47%；在数学图形应用维度表现较差，处于该维度一、二、三层次的学生分别占49%、20%和31%。整体而言，学生在几何图形与统计图表的识别表现最好，在函数图象的应用方面最差。

    （3）根据相关性系数大小，将影响学生数学作图能力的六个因素由大到小进行排列，分别为方法掌握、习题训练、作图意识、记忆理解、教师支持、自我效能。

      基于此，笔者提出了以下教学建议：激发学生学习兴趣，形成作图意识；系统讲解作图方法与步骤；讲练结合，循序渐进。

    With the development and progress of the times and society, people pay more and more attention to students' mathematical graphing skills. The importance of mathematical graphing has also become increasingly apparent in the reform of our curriculum standards. In addition, more and more mathematical graphing problems appear in primary and secondary school studies as well as in various stage examinations, and the development of students' mathematical graphing skills has received more and more attention. As senior one students transition from middle school studies to more difficult high school studies, a survey of their mathematical graphing skills can help teachers understand their students' current levels and thus provide some basis for teachers to implement the development of students' mathematical graphing skills at the high school level.

    In this study, we attempted to divide the mathematical graphing ability of high school students into a more scientific dimensional hierarchy by referring to relevant studies and mathematics curriculum standards, and by discussing with professors, classmates, and front-line mathematics teachers to assess the three dimensions of mathematical graph recognition, drawing, and application. The current situation of students' mathematical graphing ability was analyzed through test papers, and the key factors affecting students' mathematical graphing ability and the current situation of students' mathematical graphing learning were also understood through interviews and questionnaires. The target population of this survey was students in two classes of Z Middle School in Zhongshan City, Guangdong Province. 112 valid test papers and 117 valid questionnaires were collected. The results of the study are as follows:

    (1) The mean score of the test questions was 63.91, which measured the overall students' mathematical graphing ability at a passing level. The number of students at the failing level accounts for 21%, the number of students at the passing level accounts for 46%, the number of students at the good level accounts for 25%, and the number of students at the excellent level accounts for 8%. Nearly half of the students were at the passing level, and only a very small number of students could reach the excellent level.

    (2) Students performed best in the dimension of mathematical graph recognition, with 11%, 19% and 70% of students in the first, second and third levels respectively of this dimension; they performed moderately in the dimension of mathematical graph drawing, with 17%, 36% and 47% of students in the first, second and third levels respectively; they performed poorly in the dimension of mathematical graph application, with 49%, 20% and 31% respectively. Overall, students performed best in the identification of geometric and statistical graphs, and worst in the application of function graphs.

    (3) According to the magnitude of the correlation coefficient, the six factors affecting students' mathematical graphing ability were ranked from largest to smallest: method mastery, exercise training, graphing awareness, memory comprehension, teacher’s support, and self-efficacy.

    Based on this, the author proposed the following teaching suggestions: stimulate students' interest in learning and form an awareness of graphing ; systematically explain graphing methods and steps; combine lecture and practice, progress step by step.