作为数学核心素养的直观想象具有将复杂问题直观化、简单化，从生活中抽象数学结构模型等教育价值，在2017版《高中课标》中被明确内涵及划分了三段水平，在当今趋势下研究初中生直观想象素养是有价值的。本文围绕命制初中生直观想象素养水平的试题特征展开研究。 首先，利用文献法梳理初中阶段直观想象素养内涵。在教育目标分类理论指导下将命题考查维度确定为内容维度、认知维度和情境维度这三个维度，为了能够较细致的刻画直观想象素养水平本文联合上述三个维度阐述直观想象素养水平。 其次，严格按照命题方法流程编制了12道选择题、6道填空题和7道解答题。对中学一线教师调查试题对应直观想象素养水平，在此阶段根据收集的试题修改建议完善试题并在命制好的试题基础上组卷测试，本文共对北京市某中学的两个班级学生进行两次测试，第一次测试采用一套测试卷J卷来定量地分析对应同水平下的试题特征，第二次测试采用三组对照测试卷（A、B、C卷），定性地分析学生在培养直观想象素养面临的典型问题。 最后回收测试卷整理数据。两组测试结果综合来看信度达到0.694，说明试题具有内部一致性。本文分析每道试题的情境图形、题型、难度对直观想象素养水平的试题特征总结如下：1）图形特征：对应水平一的试题中的图形通常为线段等基本元素较少的简单平面图形，所需策略少于2步，较轻易识别出基本图形的性质。对应水平二的试题图形可以分为两类，一类是看似没有特点和规律，线条较多不容易推断基本元素的关系的复杂平面图形；另一类是平面展开/折叠等需要想象操作的图形。2）题型特征：客观性试题在大多数情况下最多达到水平二的要求，也就是说对应水平三的试题大多出现解答题中。3）难度特征：对应水平一的试题难度通常在0.6以上，对应水平二的试题难度通常介于0.3~0.7之间，而对应水平三的试题难度低于0.35。笔者还举例说明近几年常见的尺规作图试题及其他几何作图对发展直观想象素养和逻辑推理素养发挥出较大的价值。本文依据测试数据的整理对培养、考查初中生直观想象素养水平提出参考建议：1）考查时要围绕学情展开；2）教学中要由简至繁、由始至终的在几何内容学习中贯彻几何表征的规范书写；3）对于重要的图形性质在教学中应借助动态几何软件或操作加深学生对此的理解。

As one of the core mathematical literacy, visual imagination literacy has the educational value that can make complicated problems visualized and simple, and can abstract mathematical model from life. The connotation of the literacy is published in the latest high school curriculum standard (the 2017 version), with the three levels of division. In current trend, it is valuable to study the visual imagination literacy of junior high school students. This paper studies the test question characteristics of different levels of junior high school students’ visual imagination literacy. First, the paper uses the literature method to comb through the connotation of junior high school students’ visual imagination literacy. Under the guidance of educational objective classification theory, the dimension tested by propositions’ is determined as content dimension, cognitive dimension and situational dimension. This paper uses the three dimensions to describe levels in order to depict the visual imagination literacy’s level in detail. Secondly, the paper has compiled 12 choice questions, 6 filling blank questions and 7 free-response questions according to the propositional method. The examination questions for middle school teachers can help each test question correspond to the level of the visual imagination literacy. In this stage, the paper improves the text questions according to the collection of suggestions for changes. Based on the compiled text questions we complete the text paper composition. This paper chooses two classes of students in a junior high school in Beijing tested twice. In the first test, the test volume J has been used to quantitatively analyze the characteristics of the questions corresponding to the same level, and in the second test, three control test volumes (A, B, C) were used to qualitatively analyze the typical problems faced by students in the cultivation of visual imagination literacy. Finally, collect the test volume data. The reliability of the two groups of test results was 0.694, indicating internal consistency. This paper summarizes the characteristics of the questions in terms of the situation graphs, question type and difficulty of each question as follows:1) Graphic features: if there are graphics in the text questions corresponding level one, they are usually plane figure, and the graphics are so simple that can be visually identified the nature of the basic elements. There are two kinds of graphs in the test pattern corresponding level two; one is the plane figure with complex irregular elements that cannot be solved only by the recognition of the intuitive figure. The other type is the plane expansion graph/folding graph. The subjects usually need to operate the imagination and fold the process in the brain, so the corresponding level is at least the second. 2) Question type features: the objective test usually corresponds one of the first two levels, and the questions corresponding the third level are mostly the last question in the free-response questions. 3) Difficulty characteristic: the difficulty level of the questions that are corresponded the first level is usually more than sixty percent, which of the questions corresponding the second level is usually between thirty percent and seventy percent, while which of the questions corresponding the last level is usually less than thirty-five percent. The paper also illustrates the common tests solved by drawing with ruler and compasses appeared in recent years that are of great value to the development of intuitive imagination and logical reasoning literacy. According to the test data, we put forward personal suggestions for the cultivation and examination of the level of visual imagination of junior high school students. 1) The examination should center on the learning situation; 2) It is necessary to implement the standard writing of geometrical representation in the study of geometric content from the beginning to the end in the teaching.3) It is necessary to use dynamic geometry software or the dynamic demonstration to deepen students' understanding of the important graphic properties.