【摘要】 为了发展小学生数学建模能力，提升学生使用数学解决现实问题的意识和能力，研究探究了小学生数学建模能力的要素和结构．基于皮亚杰的认知发展阶段理论，使用出声思维和实物收集的方式收集小学生在解决数学建模任务时的思维过程，采用扎根理论的方法对转录后的质性数据进行编码，构建小学生数学建模能力的结构模型．研究结果发现：小学生数学建模能力可以分为数学建模元认知能力与数学建模过程能力两部分，数学建模元认知能力可以分为定向与计划、监控与调节、评价与改进3个维度，数学建模过程能力包括理解信息、建立模型、数学运算和解释验证4个维度．结构模型的构建为进一步培养和测评小学生数学建模能力提供了理论依据．更多还原

【Abstract】 In order to develop the mathematical modelling competency of primary school students and improve their awareness and ability to use mathematics to solve real-life problems, this study explores the elements and structure of primary school students’ mathematical modelling competency. Based on Piaget’s cognitive development stage theory, taking the primary school students as the research participants, this study collected students’ thinking processes when solving mathematical modelling tasks using the methods of thinking aloud and materials collection and grounded theory method was used to code the transcribed qualitative data to construct the structural model of the primary school students’ mathematical modeling competency. The results show that the primary school students’ mathematical modelling competency can be divided into two parts: mathematical modelling metacognitive competency and mathematical modelling process competency. Mathematical modeling metacognitive competency includes three dimensions: orientating and planning, monitoring and regulating, and evaluating and improving. The mathematical modelling process competency includes four dimensions: understanding information, building models, operating mathematically,and interpreting and validating. The construction of the structural model provides a theoretical basis for further cultivating and assessing primary school students’ mathematical modelling competency.更多还原