初中生统计观念发展水平的现状研究

发布时间：2018-06-28 02:25

本文选题：初中生 + 统计观念　；参考：《江西师范大学》2016年硕士论文

【摘要】：本文以初中生统计观念发展水平现状研究为题,首先依据SOLO分类评价理论以及重庆师范大学童莉教授的义务教育阶段学生数据分析观念的评价框架为理论指导并请教相关教育专家、著名学者及一线教师的基础上将初中生统计观念发展水平分为七个维度,每一维度又分为若干水平,从而编制出对应每一维度的相应测试题。其次,采用问卷调查法,以选取LT中学的230名初中生为研究对象,进行问卷测试,利用SOLO分类评价理论及SPSS软件对测试卷中学生所做出的答案进行定量和定性分析,得出初中生统计观念的发展水平。初中生统计观念的发展水平现状:学生在解决统计特征不太明显的问题中只有48.6%的学生会考虑利用统计的方法来解决;绝大部分的被试在对数据特征明显的问题上意识到通过收集、处理相关数据来解决问题;学生在数据收集和整理方面能力比较欠缺,尤其是在利用多种方法收集整理数据的能力仅31.6%的被试达到该水平;在数据的表征上大部分被试能用单一的方法进行表征,但在用多种方法进行表征并能根据需要选取合适的表征上仅42.6%的被试达到该水平;绝大多数学生没有分清概率和频率之间的区别和关系,认识不到二者的联系。对初中生统计观念发展的影响因素分析得出:(1)一线教师对教育部颁布的义务教育课程标准中对统计部分的要求及建议不清楚,在统计教学中没有让学生亲自体验数据分析的全过程。(2)学生对统计没有一个明确的体会和了解,只是为了学习而学习,为了考试而学习,这样很难形成一个科学的统计观念。(3)从整体上看整个教材关于统计内容知识广而不深。(4)统计教学活动过程中没有对统计内容生活化,教师对统计内容的设计、组织不符合新课程标准理念。最后,针对初中生统计观念的发展水平现状及其影响因素分析,我给出了培养初中生统计观念的几点建议。
[Abstract]:This paper focuses on the status quo of the development of junior high school students' statistical concept. First of all, according to the theory of Solo classification evaluation and the evaluation framework of the concept of student data analysis in compulsory education stage proposed by Professor Tong Li of Chongqing normal University, as theoretical guidance and consulting relevant education experts, On the basis of famous scholars and first-line teachers, the development level of junior high school students' statistical concept is divided into seven dimensions, each dimension is divided into several levels, and the corresponding test questions corresponding to each dimension are worked out. Secondly, using the questionnaire method, 230 junior middle school students in LT middle school were selected as the research object, the questionnaire test was carried out, and the quantitative and qualitative analysis was carried out by using Solo classification evaluation theory and SPSS software. The development level of junior high school students' statistical concept is obtained. The development level of junior high school students' statistical concept: only 48.6% of students considered using statistical method to solve the problem with less obvious statistical characteristics; Most of the subjects realized that they could solve the problem by collecting and processing the relevant data, and the students' ability in data collection and collation was relatively poor. In particular, only 31.6% of the subjects reached this level in the ability to collect and collate data using various methods, and most of the participants could be represented by a single method in the representation of the data. However, only 42.6% of the subjects reached this level when they were characterized by various methods and were able to select suitable representation according to their needs. Most of the students did not distinguish the difference and relationship between probability and frequency, and could not recognize the relationship between the two. The factors influencing the development of junior high school students' statistical concept are analyzed. The conclusions are as follows: (1) the requirements and suggestions for the statistical part of the compulsory education curriculum standards issued by the Ministry of Education are not clear. In statistics teaching, students are not allowed to experience the whole process of data analysis in person. (2) students do not have a clear understanding and understanding of statistics. In this way, it is difficult to form a scientific statistical concept. (3) the whole textbook has a wide knowledge of statistical content, but not deep knowledge. (4) there is no statistical content in the process of statistical teaching activities, and teachers design statistical content. The organization does not conform to the concept of new curriculum standards. Finally, in view of the development level of junior high school students' statistical concept and the analysis of its influencing factors, I give some suggestions on how to cultivate the junior high school students' statistical concept.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

【相似文献】