4-6年级学生“样本”概念的学习特征刻画和认知水平研究

发布时间：2018-06-11 21:51

本文选题：样本 + 4-6年级　；参考：《杭州师范大学》2015年硕士论文

【摘要】：20世纪80年代开始,西方国家日益重视统计知识。在美国、新西兰等国家,它们改革后的课程标准中更加强调学生的统计知识和统计能力。同时,一些西方国家的心理学家和教育学家也逐渐开始了有关统计的一系列教育研究。在我国,20世纪以来经历过许多次的课程改革,而小学数学课程改革中对统计知识的要求也在不断的变化。从1950年起,小学就开始学习简单的统计知识,直到1992年的数学大纲中,三、四年级开始学习统计中的核心概念。2011年课程标准(实验稿)中又增加了统计这一核心概念。直至现在统计知识在小学阶段课程中的要求也越来越多,可见统计课程在国内的数学教育中越来越重要。虽然统计课程进入国内外数学课程的时间并不长,但是统计课程的改革步伐一直在向前加速,然而国内外的学者们所做的相关的教育研究不多,这就导致了我们统计的教育研究跟不上其课程的改革步伐。但在已有的教育研究中发现,小学第二学段的学生已经具备一定的“样本抽样”思想,但历来对学生“样本”认知的研究并不是很具体和深入,而“样本”作为统计的核心概念之一,在人们生活中的作用也是不可忽视的,人们往往需要运用“样本”的思想来处理和解决实际生活中的问题。因此,本文以第二学段学生对“样本”知识的认知水平作为研究课题,进行系统的实验研究。主要具体研究目标是:第一,依照先前设计的“样本”学习路径,学生在实际学习过程中,存在哪些主要问题?第二,不同的学习阶段(四—六年级)和同一阶段不同成绩的学生,会达到怎样的水平?第三,不同的学习阶段(四—六年级)和同一阶段不同成绩的学生,具有怎样的学习特征?第四,“样本”这一知识板块是否适合在这一学段进行教学和学习?通过几种常用的调查方法来研究并收集学生在三种学习阶段下的结果和数据,获得主要研究成果:(1)先前设计的“样本”学习路径,在一定程度上是符合学生的学习的,但在实际学习过程中,依旧存在一些问题,学习路径中忽略了指导学生在抽样调查时,要先找出所抽取样本的影响因素,从而导致了大部分学生在测试题类型Ⅲ中的表现并不是很好;(2)不同的学习阶段(四—六年级)和同一阶段不同成绩的学生之间的认知水平是不同的,而且在三种学习方式下,学生对“样本”知识的认知水平在不断的提升,对样本;(3)不同的学习阶段(四—六年级)和同一阶段不同成绩的学生,具有不同的学习特征,主要体现在学习态度、年龄特征和思维特征等上;(4)“样本”这一知识板块适合在五、六年级进行教学,学生能够通过三个阶段的学习,达到较高的认知水平,建构起“样本”的知识脉络.
[Abstract]:Since 1980's, western countries have paid more and more attention to statistical knowledge. In the United States, New Zealand and other countries, their reformed curriculum standards more emphasis on students' statistical knowledge and statistical ability. At the same time, psychologists and educators in some western countries have begun a series of educational research on statistics. There have been many curriculum reforms since the 20th century in China, and the requirements of statistical knowledge in the reform of mathematics curriculum in primary schools are constantly changing. From 1950, elementary school began to learn simple statistical knowledge, until 1992 mathematics syllabus, the third and fourth grades began to study the core concepts of statistics. The core concept of statistics was added to the 2011 curriculum standard (experimental draft). Up to now, the demand of statistical knowledge in the elementary school curriculum is more and more, so the statistical curriculum is more and more important in the mathematics education in China. Although the course of statistics has not entered mathematics course for a long time at home and abroad, the pace of reform of statistics curriculum has been accelerating, but scholars at home and abroad have done few related educational research. This has led to our statistical educational research can not keep up with the pace of curriculum reform. However, in the existing educational research, it has been found that the students in the second stage of primary school already have the idea of "sample sampling", but the research on students' cognition of "sample" has not been very specific and thorough. As one of the core concepts of statistics, the role of "sample" in people's life can not be ignored. People often need to use the thought of "sample" to deal with and solve the problems in real life. Therefore, this paper makes a systematic experimental study on the cognitive level of the "sample" knowledge of the students in the second phase. The main research objectives are as follows: first, according to the previously designed "sample" learning path, what are the main problems of students in the actual learning process? Second, what is the level of students with different grades (grades 4-6) and different grades at the same stage? Third, what are the learning characteristics of students with different learning stages (grades 4-6) and different grades at the same stage? Fourth, is the "sample" knowledge section suitable for teaching and learning in this school segment? Through several common investigation methods to study and collect the students' results and data under the three stages of study, we can get the "sample" learning path previously designed by the main research result: 1) to a certain extent, it is in line with the students' learning. However, there are still some problems in the actual learning process. The study path neglects to guide the students to find out the influence factors of the sample in the sampling survey. As a result, most students have different cognitive levels in different learning stages (grade 4-6) and different grades at the same stage, and under three learning styles, the performance of most of the students in the test paper type III is not very good. Students' cognitive level of "sample" knowledge is constantly improving. Students with different learning stages (grades 4 to 6) and students with different grades at the same stage have different learning characteristics, mainly reflected in their learning attitude. The knowledge plate of "sample" is suitable for teaching in grade five and six. Students can achieve a higher cognitive level through three stages of study and construct the knowledge context of "sample".
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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