近年来高中数学建模教育越来越受到重视，而数学建模任务设计对于教师开展数学建模教学来说是较为重要的。因此本研究主要关注的问题是：数学建模新手教师与经验教师在数学建模任务知识、数学建模任务设计思路和设计实践方面有何差异？以期通过对该问题地探究为一线教师在数学建模任务设计方面的个人发展与专业化成长提供参考。

  本研究将定量研究与定性研究相结合，首先将国外已有研究成果本土化后编制了《教师数学建模任务知识调查问卷》，并基于相关研究文献和专家论证法建立了《数学建模任务设计合理性分析框架》，该框架包含“开放性”、“现实性”、“数学相关性”、“可行性”、“设问合理性”五个一级维度。接着通过问卷调查法收集了177份数据以分析两类教师在数学建模任务知识方面的差异。然后通过目的性抽样选取了2名个案教师，利用半结构化访谈和类属分析的方法探究两类教师在数学建模任务设计思路上的差异。最后收集了个案教师的数学建模任务设计案例、访谈数据、课堂录像等数据，依据所建立的框架对两类教师在数学建模任务设计实践上的差异展开分析。研究结果表明：

  1.在数学建模任务知识方面，由独立样本t检验分析发现数学建模新手教师的总分显著低于经验教师（t=-6.805，P=0.000）。经验教师主要是在“建模任务特点”和“建模任务处理”维度比新手教师认识得更加准确。

  2.在数学建模任务设计思路方面，经验教师在素材选取方面比新手教师更为主动，常依据自身对数学学科“兴趣与审美”的理解去创造数学建模任务；在设计步骤方面比新手教师更加关注学生的接受能力、思考节点的设置和数学建模的特殊性，且多经历一个“亲身研究”的步骤；在对设计时所面临的主要难点的认识方面比新手教师更关注教师自身主观能动性上的不足，而不是客观条件的限制。

  3.在数学建模任务设计实践方面，经验教师所设计的建模任务案例在开放性、可行性和设问合理性三个维度上与新手教师存在较大差异。在开放性维度，经验教师会根据任务的使用场景以及学生的数学建模经验与水平调整任务的开放性程度；在可行性维度，经验教师对于解决任务过程中学生可能会遇到的难点分析得更加深入，且比新手教师更注重模型的检验与反思环节，并会提前写下任务的多个解决方案。在设问合理性维度，经验教师设计的子任务能够更好地为学生的研究提供支架。

  最后，本研究结合已有文献总结了研究结论所带来的启示，为新手教师在数学建模任务设计方面的专业化成长提供参考。

  Mathematical modeling education in high school has received increasing attention in recent years, and mathematical modeling task design is more important for teachers to carry out mathematical modeling instruction. Therefore, this study focuses on the following question: What are the differences between novice and experienced teachers in terms of mathematical modeling task knowledge, mathematical modeling task design ideas and design practices? The study aims to investigate this question in order to provide a reference for frontline teachers' personal development and professional growth in mathematical modeling task design.

  This study combined quantitative and qualitative research, firstly, localized the overseas research results and compiled the "Teachers' Knowledge of Mathematical Modeling Tasks Questionnaire", and established the "Rational Analysis Framework for Mathematical Modeling Task Design" based on relevant research literature and expert argumentation. The framework contains five dimensions: "realism", "mathematical relevance", "feasibility", and "question rationality". Then, 177 data were collected by questionnaire method to analyze the differences in the knowledge of mathematical modeling tasks between the two types of teachers. Then, two case teachers were selected through purposive sampling to explore the differences in the design ideas of mathematical modeling tasks between the two types of teachers using semi-structured interviews and class analysis. Finally, data on the case teachers' mathematical modeling task design cases, interview data, and classroom videos were collected to analyze the differences between the two types of teachers' mathematical modeling task design practices based on the established framework. The results of the study indicated that:

  1. In terms of knowledge of mathematical modeling tasks, analysis by independent sample t-test revealed that novice mathematical modeling teachers had significantly lower overall scores than experienced teachers (t=-6.805, p=0.000). Experienced teachers were more accurate than novice teachers in the dimensions of "modeling task characteristics" and "modeling task handling".

  2. In terms of the design of mathematical modeling tasks, experienced teachers were more proactive in selecting materials than novice teachers, and often created mathematical modeling tasks based on their own understanding of the "interest and aesthetics" of mathematics; in terms of design steps, they paid more attention to students' receptiveness, the setting of thinking nodes and the specificity of mathematical modeling than novice teachers. In terms of design steps, they were more concerned than novice teachers with students' receptiveness, the setting of thinking nodes and the specificity of mathematical modeling, and went through an additional "hands-on" research step; they were more concerned than novice teachers with the lack of their own subjective initiative rather than the constraints of objective conditions in understanding the major difficulties they faced in designing.

  3. In terms of modeling task design practice, the modeling task cases designed by experienced teachers differed significantly from those of novice teachers in three dimensions: openness, feasibility, and reasonableness of questions. In the openness dimension, experienced teachers adjusted the openness of the tasks according to the scenarios and students' experience and level of mathematical modeling; in the feasibility dimension, experienced teachers analyzed more deeply the difficulties that students might encounter in solving the tasks, and paid more attention to the testing and reflection of the models than novice teachers, and wrote down multiple solutions to the tasks in advance. In the questioning rationality dimension, experienced teachers designed subtasks that better scaffolded students' research.

  Finally, this study summarizes the insights from the findings in the context of the existing literature to inform novice teachers' professional growth in mathematical modeling task design.