摘要：新的《普通高中数学课程标准（实验）》在数学课程中设置了数学建模，将数学建模推到了一定的位置，而根据现有的调查研究报告文献可知，现阶段的中学生数学建模能力平均水平并不理想，因此本文以探寻中学生数学建模能力低下的主要因素为主要任务设计了论文。本文的主体由五个部分组成。

第一部分介绍了本文的研究背景、研究目的、研究内容及研究意义。第二部分主要对问卷的信度及效度进行了分析，得到本问卷的可靠性较高，具有分析价值。第三部分主要对受访者的基本情况进行了分析，得到本次受访对象的男女比例以及年级比例符合调查要求，因此样本不具有较大偏差性。第四部分主要运用主成分分析法，对于预期会影响中学生数学建模能力的因素建立了因子模型，进行了分析，最后对结果进行误差分析。第五部分对分析结果进行了总结并提出了建议。

Abstract：The new “Ordinary High School Mathematics Curriculum Standards (Experiment)” sets up mathematical modeling in the mathematics curriculum and pushes the mathematical modeling to a certain position. According to the existing investigation and research reports, it can be seen that the current stage of middle school mathematics modeling The average level of ability is not ideal, so this paper designed the paper with the main task of exploring the low-level mathematical modeling ability of middle school students. The main body of this article consists of five parts.

The first part of this article describes the research background, research purpose, research content and research significance. The second part mainly analyzes the reliability and validity of the questionnaire and obtains the reliability of the questionnaire and has the analysis value. The third part mainly analyzes the basic situation of the interviewees, and the percentage of men and women and the proportion of grades of the respondents meet the investigation requirements. Therefore, the sample does not have large deviation. The fourth part mainly uses the principal component analysis method, establishes a factor model for the factors that are expected to affect the mathematical modeling ability of middle school students, analyzes it, and finally analyzes the error of the results. The fifth section summarizes the analysis results and makes recommendations.

关键词：中学数学建模，数学建模能力，影响因素

Keywords：HighSchoollevelmathematicalmodeling；Modelingcapabilities；Influencingfactors

目 录

1.引言 4

1.1.研究背景和意义 4

1.2.研究目的 4

2.研究内容与过程 4

3.误差分析与控制 5

3.1.误差出现的可能情况 5

1.1.误差控制 5

4.问卷质量分析 5

4.1.问卷信度分析 5

4.2.问卷效度分析 5

5.基本情况分析 6

5.1.性别结构 6

5.2.年级结构 6

6.中学生数学建模能力的因子模型 7

6.1.信度检验 7

6.3.KMO度量与Bartlett小球检验 11

6.4.方差因子旋转后的主成分分析模型 11

6.5.误差的分析