Based on compulsory education mathematics curriculum standard (2011 Edition),this study developed the mathematics test for eighth grade and 83 792 students from three areas took this test.Mean-while,these students and their math teachers (n=2 774)were surveyed using a questionnaire to explore factors that impact academic achievement.The results show that:(1)eighth-grade students achieved the high percent of pass,up to 94.9%.However,the percent for “application”ability was lower than the per-cent in the dimension of “knowing,understanding and mastering”;(2)there was difference in achievement among three areas and among schools,but the difference is not significant;and (3 )teaching method, knowledge representation,learning assessment,paying attention to students and learning habits had an impact on the student’s academic performance,among which the learning habits was the greatest.Accord-ing to the results,the authors suggested that students’high cognitive ability and mathematics learning habits should be paid attention and method of teaching and assessment for rural teachers should be im-proved in the future.%基于《义务教育数学课程标准（2011年版）》，编制了八年级数学试题，对三个地区83792名学生进行了学业水平的测试，同时对参加测试的学生和相应的2774名初中数学教师进行了问卷调查，以揭示影响学业水平的相关因素。研究结果表明：（1）三地的八年级学生具有较高的达标率，平均达标率为94．9％，学生在“运用”能力维度的达标程度低于“了解、理解和掌握”等维度；（2）不同地区、不同学校类型之间的学业水平存在一定程度的差异，但差异不明显；（3）教学方法、知识表征、学习评价、关注学生以及学习习惯都会对学生的学业成绩产生影响，其中学习习惯对学生成绩影响最大。根据结果，作者在最后提出，教学中应关注学生高认知能力和数学学习习惯的培养，要改善农村教师的教学与评价的方式。
展开▼
