自从2003年经济合作与发展组织（OECD）发表了关于“核心素养”的研究报告之后，中小学教育中的核心素养就开始成为了一个热门话题。目前，我国正在实行“新课标、新教材、新高考”的教学改革，《普通高中数学课程标准（2017年版）》也提出了数学学科的六大核心素养。其中，在六大核心素养中数学抽象排名首位。因此，中学生数学抽象素养的现状如何，无疑是教育领域的一个热门课题。

本文依托“普通高中新课程管理视导”项目，从内容、表现、水平三个方面建立了测评框架，并从总体、区域以及三维框架的各维度上对北京市4个区的1034位高一年级学生的数学抽象素养进行了测评研究，旨在更好地反映出北京地区高一年级学生的数学抽象素养现状，并给出了相应的教学建议。

测评得到的主要结论有：

1.高一年级学生数学抽象素养的总体表现存在差异：北京市被测学生在数学抽象素养的整体表现上中等，在预备知识领域、获得数学概念和规则表现以及再现水平上表现最佳。

2.不同区域学生数学抽象素养的表现存在差异：无论是在总体表现上，还是数学抽象素养的各个维度上，区2学生的数学抽象素养表现都处于较高水平，区1、区3的学生表现处于中等水平，区4的学生表现水平则相对较低。

3.被测高一年级学生在数学抽象素养三个维度的表现上均存在典型问题，例如：对基本知识的理解不到位，概念、规则和命题混淆不清，数学思想方法不够深刻，难以在复杂的情境中进行数学抽象等。

基于以上结论，本研究为高中数学教师提供以下教学建议：注重知识教学，加强数学知识之间的联系；渗透思想方法，加强思维训练；分层教学，关注每一位学生；提升教师的抽象素养，转变教学方式。

Since the Organization for Economic Cooperation and Development (OECD) published a report on "core literacy" in 2003, core literacy in primary and secondary education has become a hot topic. At present, China is implementing the teaching reform of "new curriculum standard, new teaching materials and new college entrance examination". The General High School Mathematics Curriculum Standard (2017 Edition) also proposes six core qualities of mathematics. Among them, mathematics abstraction ranks first among the six core qualities. Therefore, the current situation of high school students' mathematical abstract quality is undoubtedly a hot topic in the field of education.

Based on the project of "New Project Management Guidance for Ordinary Senior High School", this paper establishes an evaluation framework from three aspects of content, performance and level, and conducts an evaluation study on the mathematical abstract literacy of 1034 senior high school students from four districts of Beijing from the overall, regional and three-dimensional dimensions of the framework. This paper aims to better reflect the present situation of mathematics abstract literacy of grade one students in Beijing area, and gives corresponding teaching suggestions.

The main conclusions are as follows:

1. There are differences in the overall performance of mathematical abstract literacy among grade one students in Beijing: The students tested in Beijing are medium in the overall performance of mathematical abstract literacy, and perform best in the preparation of knowledge fields, the performance of obtaining mathematical concepts and rules, and the level of reproduction.

2. There are differences in the performance of students' mathematical abstract literacy in different regions: whether in the overall performance or in all dimensions of mathematical abstract literacy, students in District 2 are at a high level of mathematical abstract literacy, students in district 1 and 3 are at a medium level, and students in District 4 are at a relatively low level.

3. There are typical problems in the performance of the three dimensions of mathematical abstract literacy among the students in grade one, such as inadequate understanding of basic knowledge, confusion of concepts, rules and propositions, insufficient mathematical thinking and methods, and difficulty in mathematical abstraction in complex situations.

Based on this, this study provides the following teaching suggestions for senior high school mathematics teachers: pay attention to knowledge teaching and strengthen the relationship between mathematical knowledge; Penetrates the thought method, strengthens the thought training; Stratified teaching, pay attention to every student; Improve teachers' abstract accomplishment and change teaching methods.