空间观念素养是最新义务教育数学课程标准中的核心素养之一，该素养伴随着人们发展的全过程，其重要性不言而喻。然而与其他素养相比，空间观念素养相关研究略显不足。如何对空间观念素养考察题进行合理准确的分析评估？中考针对该素养的测评现状如何？该素养的中考测评题如何改进？研究上述问题，对该素养测评题的研究开发和中考命题的改进都有重要价值。
本文在国内外文献基础上，从分值、题型、情境、考察内容、其他素养考察 5 个角度建立并论证了空间观念试题编码与统计框架，特别在内容维度，首次引入两级内容指标体系作为编码指标。在该框架下，研究对 2022 年 32份中考数学试卷的 133 道空间观念素养测评题进行量化编码，并运用 SPSS 等工具对结果进行量化统计。同时基于国内外试题案例具体分析了中考空间观念素养测评特点。
定量和定性研究的主要结论是：第一，研究建立的空间观念试题编码与统计框架兼具合理性与可行性，可在后续该素养试题的统计评估中应用；第二，研究表明，中考对空间观念素养的考察比例偏低，试题呈现出考察内容过集中、情境较简单的特点。第三，后续空间观念素养的中考命题中应适当提高其考察比例、推动内容指标命题多样化与试题情境创设多元化。

The literacy of space concept is one of the core competencies in the latest compulsory education mathematics curriculum standards, which accompanies the entire process of people's development and its importance is self-evident. However, compared to other literacy, research on spatial concept literacy is slightly insufficient. How to conduct a reasonable and accurate analysis and evaluation of spatial concept literacy assessment questions? What is the current status of the assessment of this literacy in the middle school entrance examination? How to improve the middle school entrance examination assessment questions for this literacy? Studying the above issues is of great value for the research and development of the literacy assessment question and the improvement of the middle school entrance examination questions.

Based on domestic and foreign literature, this article establishes and demonstrates a coding and statistical framework for spatial concept test questions from five perspectives: score, question type, context, assessment content, and other literacy assessments. Especially in the content dimension, a two-level content indicator system is introduced as the coding indicator for the first time. Under this 2framework, the study quantitatively encodes 133 spatial concept literacy assessment questions from 32 middle school entrance examination mathematics papers in 2022, and uses tools such as SPSS to conduct quantitative statistics on the results. At the same time, based on domestic and foreign test case studies, the characteristics of spatial concept literacy assessment in the middle school entrance examination were analyzed in detail.

The main conclusions of the quantitative and qualitative research are as follows: First, the coding of spatial concept test questions and the statistical framework established by the research are both reasonable and feasible, and can be applied in the subsequent statistical evaluation of the literacy test questions; Secondly, research has shown that the proportion of spatial concept literacy in the middle school entrance examination is relatively low, and the test questions exhibit characteristics of overly concentrated examination content and relatively simple situations. Thirdly, in the subsequent middle school entrance examination questions on spatial concept literacy, the proportion of examination should be appropriately increased, and the diversification of content indicator questions and the creation of test situation should be promoted.