本研究利用包含多个概念的连续型综合性问题和同时型综合性问题，探索学生在解决不同数学复杂度的综合性问题时的概念表现。概念表现分为识别、细节落实和正确应用相关概念三个水平。数学复杂度由同时操作的方程的类型和数量决定。通过对中国物理专业大学生（N=69）进行书面任务和单独访谈来收集数据。结果表明数学复杂度不会影响学生在连续型综合性问题中的概念表现。而对于同时型综合性问题，数学复杂度增加会消极影响学生的概念表现。上述差异可能由学生对特定概念的熟悉程度和自信程度以及综合性问题类型有关。在连续型综合性问题中，学生习惯于将问题中呈现的情境分解成了几个部分，但在同时型综合性问题中，学生往往把问题的情境看成是单一的事件，而遗漏部分概念。

In this study, the conceptual performance of students in solving the comprehensive problems of different mathematical complexity is explored by using the continuous comprehensive and simultaneous problems of multiple concepts. The concept performance is divided into three levels: recognition, detail implementation and correct application of related concepts. Mathematical complexity is determined by the type and quantity of equations that are operated at the same time. Written tasks and separate interviews were conducted on Chinese Physics Majors (N=69) to collect data. The results show that mathematical complexity does not affect students' conceptual performance in continuous comprehensive problems. On the contrary, for the simultaneous synthesis problems, the increase of mathematical complexity will negatively affect students' conceptual performance. The above differences may be related to the familiarity and self-confidence of specific concepts and the types of comprehensive problems. In the problem of continuous synthesis, students are used to decompose the situation presented in the problem into several parts, but in the simultaneous synthesis problem, the students often regard the situation as a single time and miss some of the concepts.