初中生统计知识理解水平调查分析
发布时间：2018-10-13 09:39
【摘要】：大数据时代的到来为统计学的繁荣带来了巨大的机遇,并且统计知识的应用已融入我们身边的任何一个角落。统计知识作为公认的国民必备知识之一,而孩子们则是祖国未来发展的后备军,所以有必要了解在完成了义务教育阶段所要求学习的统计知识后,他们对统计知识的理解水平处在怎样的位置。笔者以河南省郑州市金水区某初中的139名学生作为研究对象,这些学生分别来自后进、中等和优等三个层次的班级。以《义务教育数学课程标准(2011年版)》要求学习的统计知识为内容维度、以SOLO分类理论为知识理解水平维度,从历年中招试题、北师大版数学教材等资料中挑选测试题组成测试卷,通过测试卷,对初中生整体统计知识理解水平以及细化的三大块统计知识理解的各水平发展情况进行调查研究。之后又考虑到教学是以班为单位展开的,就对后进班、中等班和优等班在统计知识整体和三部分的各个理解水平发展差异情况作分析,希望为教师因“班”施教提供数据支持。研究得到以下主要结论:1、就初中生整体统计知识理解发展水平来看,受统计知识内容不同的影响,初中生无论在U水平、M水平还是R水平上的发展都不均衡。2、在收集数据部分,仅有44%的学生在有关总体、个体、样本概念的理解上可达U水平;有76%的学生可在调查方法的选择上达U水平;有29.85%的学生可达M水平;有87.8%的学生可达R水平。3、在整理和呈现数据部分,有90%以上的学生可以达U水平,有81.3%的学生可以达M水平,有61.2%的学生可达R水平。4、在分析数据部分,有87.8%的学生可达U水平,85.47%的学生可达M水平,76%的学生可达R水平。5、在U水平发展上,除分析数据部分,相邻两层次班级之间的发展无显著性差异。6、在M水平发展上,优等班在整体统计知识和分析数据部分的发展上显著比中等班好;优等班在除整理和呈现数据部分的发展之外,均显著好于后进班的发展。其它情况下的发展各个班级之间均无显著性差异。7、在R水平发展上,相邻两层次的班级之间发展均无显著性差异。
[Abstract]:The arrival of big data has brought great opportunities for the prosperity of statistics, and the application of statistical knowledge has been integrated into any corner of us. Statistical knowledge is recognized as one of the essential knowledge of the nation, and the children are the reserve force for the future development of the motherland. Therefore, it is necessary to understand the statistical knowledge required in the compulsory education stage. What is their level of understanding of statistical knowledge? The author takes 139 junior high school students in Jinshui District of Zhengzhou City, Henan Province as the object of study. These students come from three classes: backward, middle and excellent. Taking the statistical knowledge required for learning in the Mathematics Curriculum Standard for compulsory Education (2011 Edition) as the content dimension and the SOLO classification theory as the level of knowledge understanding, the paper draws the questions from the past years. This paper selects the test questions from the mathematics textbooks of Beijing normal University and makes an investigation and research on the level of understanding of the overall statistical knowledge of junior high school students and the understanding of the three blocks of statistical knowledge of junior high school students. Then, considering that the teaching is based on the class, this paper analyzes the differences in the level of understanding between the advanced, middle and excellent classes in the whole and three parts of statistical knowledge, and hopes to provide data support for teachers to teach because of the "class". The main conclusions are as follows: 1. According to the development level of junior high school students' overall statistical knowledge understanding, the development of junior high school students in U level, M level or R level is not balanced either at U level, M level or R level. Only 44% of the students can reach U level in the understanding of general, individual and sample concepts, 76% students can reach U level in the choice of survey methods, 29.85% students can reach M level. There are 87.8% of the students who can reach R level. 3. In the data processing and presentation section, more than 90% students can reach U level, 81.3% students can reach M level, 61.2% students can reach R level 1.4, and in the analysis data section, there are more than 90% students who can reach U level, 81.3% students can reach M level, and 61.2% students can reach R level 1.4. 87.8% students can reach U level, 85.47% students can reach M level, 76% students can reach R level. The development of the excellent class is significantly better than that of the middle class in terms of overall statistical knowledge and analysis data, and the development of the excellent class is better than that of the latter class except the development of sorting and presenting the data part. There was no significant difference in the development of each class in other cases. 7. There was no significant difference in the development of the R level between the two adjacent classes.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2268138
[Abstract]:The arrival of big data has brought great opportunities for the prosperity of statistics, and the application of statistical knowledge has been integrated into any corner of us. Statistical knowledge is recognized as one of the essential knowledge of the nation, and the children are the reserve force for the future development of the motherland. Therefore, it is necessary to understand the statistical knowledge required in the compulsory education stage. What is their level of understanding of statistical knowledge? The author takes 139 junior high school students in Jinshui District of Zhengzhou City, Henan Province as the object of study. These students come from three classes: backward, middle and excellent. Taking the statistical knowledge required for learning in the Mathematics Curriculum Standard for compulsory Education (2011 Edition) as the content dimension and the SOLO classification theory as the level of knowledge understanding, the paper draws the questions from the past years. This paper selects the test questions from the mathematics textbooks of Beijing normal University and makes an investigation and research on the level of understanding of the overall statistical knowledge of junior high school students and the understanding of the three blocks of statistical knowledge of junior high school students. Then, considering that the teaching is based on the class, this paper analyzes the differences in the level of understanding between the advanced, middle and excellent classes in the whole and three parts of statistical knowledge, and hopes to provide data support for teachers to teach because of the "class". The main conclusions are as follows: 1. According to the development level of junior high school students' overall statistical knowledge understanding, the development of junior high school students in U level, M level or R level is not balanced either at U level, M level or R level. Only 44% of the students can reach U level in the understanding of general, individual and sample concepts, 76% students can reach U level in the choice of survey methods, 29.85% students can reach M level. There are 87.8% of the students who can reach R level. 3. In the data processing and presentation section, more than 90% students can reach U level, 81.3% students can reach M level, 61.2% students can reach R level 1.4, and in the analysis data section, there are more than 90% students who can reach U level, 81.3% students can reach M level, and 61.2% students can reach R level 1.4. 87.8% students can reach U level, 85.47% students can reach M level, 76% students can reach R level. The development of the excellent class is significantly better than that of the middle class in terms of overall statistical knowledge and analysis data, and the development of the excellent class is better than that of the latter class except the development of sorting and presenting the data part. There was no significant difference in the development of each class in other cases. 7. There was no significant difference in the development of the R level between the two adjacent classes.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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