高考是普通高中教育重要的评价指标，命题依据是 2017 版课程标准和教 育部考试中心于 2019 年颁布的《中国高考评价体系》，这两份文件都非常重 视学科核心素养在试题中的反映情况。目前正是课程改革和高考改革的关键 时期，研究数学核心素养在高考试题中的考查情况，不仅能反映出新时代数 学教育改革的动态，还能科学衡量试题质量，推动考试评价体系进一步完善。
本文选取的研究对象为 2022 年高考全国I卷(理、文)、全国II卷(理、 文)、新高考全国I卷、新高考全国II卷、北京卷、天津卷、浙江卷、上海卷 10 份试题，采用的研究方法包括文献分析法、统计分析法和对比分析法。以 喻平评价数学核心素养所用的框架作为理论基础，本文提出适用于考试题目 的六项数学核心素养三级水平测评框架，并依此对 10 份高考试题中数学核心 素养的成分类型、分值比重和考查水平进行编码分析;得出高考试题中六项 素养的分值比例降序排列为数学运算、逻辑推理、直观想象、数学抽象、数 据分析和数学建模，且考查层次侧重于水平一“知识理解”和水平二“知识 迁移”的结论。从数学核心素养的视角来看，高考试题基本符合命题要求， 但在一些方面还可以进行优化和改进。基于此，本文对高考试题的命制和一 线教师的教学提出建议。

The gaokao is an important evaluation standard of general high school education, and the proposition is based on the General High School Curriculum Standards (2017 Edition) and China Gaokao Evaluation System promulgated by the National Education Examinations Authority in 2019, both of which focus on the examination of students' discipline key competencies. In the critical period of curriculum and gaokao reform, studying the embodiment of mathematics key competencies in the gaokao can not only reflect the situation of mathematics education reform in the new era, but also scientifically measure the quality of test questions and promote the further improvement of the examination evaluation system.
This paper selects 10 papers from the 2022 gaokao—National Paper I (science and literature), National Paper II (science and literature), New Gaokao National Paper I, New Gaokao National Paper II, and the gaokao papers in Beijing, Tianjin, Zhejiang and Shanghai as research objects, using literature analysis method, statistical analysis method and comparative analysis method. Based on Yu Ping's evaluation framework of mathematics key competencies, this paper proposes a three-level evaluation framework for six mathematics key competencies applicable to exam questions, analyzes the types, score proportions and levels of mathematics key competencies in the 10 papers, and concludes that the proportion of six types is mathematical operation > logical reasoning > intuitive imagination > mathematical abstraction > data analysis > mathematical modeling, and the gaokao questions focus on levels 1 "knowledge understanding" and 2 "knowledge transfer". From the perspective of mathematics key competencies, gaokao questions basically meet the requirements of propositions, but there are some aspects where improvements can be optimized. Based on the above results, suggestions are made on the proposition of gaokao and the teaching of front-line teachers.