本文選題：數(shù)據(jù)分析 + 高中數(shù)學(xué)��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：以信息和技術(shù)為基礎(chǔ)的當(dāng)今社會,數(shù)據(jù)已占據(jù)了非常重要的地位。在當(dāng)今基礎(chǔ)教育中,數(shù)據(jù)分析能力越來越受到廣泛重視,對學(xué)生數(shù)據(jù)分析能力培養(yǎng)的重視程度也在逐步加深。但當(dāng)前高中生的數(shù)據(jù)分析能力依然薄弱,對高中生數(shù)據(jù)分析能力薄弱原因的研究也非常少,因此本文對高中生數(shù)據(jù)分析能力薄弱的原因及改善對策進(jìn)行研究。本文采用的研究方法有測試卷調(diào)查法、問卷調(diào)查法和訪談法。本文首先對數(shù)據(jù)分析能力的內(nèi)涵進(jìn)行分析,隨后采用測試卷法,對高中生數(shù)據(jù)分析能力的現(xiàn)狀水平進(jìn)行調(diào)查。然后,根據(jù)能力形成與培養(yǎng)的相關(guān)理論,結(jié)合高中數(shù)學(xué)課程標(biāo)準(zhǔn)與學(xué)生能力水平編制問卷和測試卷,以及編寫對教師的訪談提綱,并對學(xué)生與教師進(jìn)行調(diào)查和訪談。之后在對調(diào)查結(jié)果進(jìn)行統(tǒng)計與分析的基礎(chǔ)上,概括出學(xué)生學(xué)習(xí)與教師教學(xué)的特點(diǎn),并由此發(fā)現(xiàn)造成高中生數(shù)據(jù)分析能力薄弱的原因。最后,針對研究結(jié)果提出相應(yīng)的改進(jìn)對策及呈現(xiàn)教學(xué)案例。通過對高中生數(shù)據(jù)分析能力現(xiàn)狀水平的調(diào)查研究發(fā)現(xiàn),其數(shù)據(jù)分析能力是薄弱的,尤其是數(shù)據(jù)解釋能力和數(shù)據(jù)推理能力。而根據(jù)學(xué)生問卷調(diào)查及測試卷調(diào)查的結(jié)果統(tǒng)計與分析,從學(xué)生角度尋找造成數(shù)據(jù)分析能力薄弱的原因:一是沒有完全理解和掌握統(tǒng)計基本思想方法;二是對數(shù)據(jù)分析方法地掌握比較欠缺,不能夠用已學(xué)知識解決實(shí)際問題;三是對統(tǒng)計知識的學(xué)習(xí)態(tài)度不夠積極,所練習(xí)的習(xí)題數(shù)目不足;四是不能及時認(rèn)真地總結(jié)和反饋課上所學(xué)習(xí)的內(nèi)容。根據(jù)對教師訪談結(jié)果的匯總與分析,從教師角度尋找造成高中生數(shù)據(jù)分析能力薄弱的原因有:第一,課前準(zhǔn)備時對了解學(xué)生認(rèn)知基礎(chǔ)的重視程度不夠;第二,對例題、習(xí)題和作業(yè)題目的選擇不合理,對于鞏固與實(shí)際相結(jié)合的知識方面考慮太少;第三,對統(tǒng)計知識應(yīng)用地講解不夠全面和透徹,對數(shù)據(jù)分析的方法講解太少,同時不注重在課堂中滲透統(tǒng)計思想;第四,對作業(yè)檢查的力度不夠,檢查方式較為單一,對學(xué)生學(xué)習(xí)效果的檢查與督促不足。最后針對高中生數(shù)據(jù)分析能力薄弱原因的調(diào)查研究結(jié)果,提出相應(yīng)的教學(xué)基本要求,包括加強(qiáng)對統(tǒng)計思想方法的學(xué)習(xí)、熟悉對統(tǒng)計知識的應(yīng)用、努力營造利于培養(yǎng)學(xué)生數(shù)據(jù)分析能力的環(huán)境、提升學(xué)生統(tǒng)計內(nèi)容的學(xué)習(xí)質(zhì)量這四個方面,并從課堂準(zhǔn)備、課堂教學(xué)以及課后反饋這三個方面給出具體教學(xué)要求。最后針對教學(xué)要求呈現(xiàn)出教學(xué)案例。
[Abstract]:In today's society based on information and technology, data have occupied a very important position. In today's basic education, more and more attention has been paid to the ability of data analysis, and the degree of attention to the cultivation of students' ability of data analysis has been gradually deepened. But the current high school students' data analysis ability is still weak, and the research on the reasons of the high school students' weak data analysis ability is also very few. Therefore, this paper studies the reasons of the high school students' data analysis ability weakness and the improvement countermeasure. The research methods used in this paper include test paper survey, questionnaire survey and interview. In this paper, the connotation of data analysis ability is analyzed, and then the current level of high school students' data analysis ability is investigated by test paper method. Then, according to the relevant theories of ability formation and cultivation, combining the mathematics curriculum standard and the students' ability level in senior high school, the author makes a questionnaire and a test paper, as well as an outline of the interview with the teachers, and makes an investigation and interview between the students and the teachers. On the basis of statistics and analysis of the survey results, the characteristics of students' learning and teachers' teaching are summarized, and the reasons for the weakness of high school students' data analysis ability are found out. Finally, according to the research results, the corresponding improvement measures and presentation of teaching cases are put forward. Through the investigation and research on the current level of high school students' data analysis ability, it is found that their data analysis ability is weak, especially their data interpretation ability and data reasoning ability. According to the statistics and analysis of the survey results of the students' questionnaire and test papers, the reasons for the weakness of the data analysis ability are found from the students' point of view: first, they do not fully understand and master the basic thinking methods of statistics; The second is the lack of the method of data analysis, which can not solve the practical problems with the learned knowledge, the third is the lack of positive attitude towards the statistical knowledge and the insufficient number of exercises practiced. Fourth, can not be timely and serious summary and feedback lessons learned content. According to the summary and analysis of the results of teachers' interviews, the reasons for the weakness of high school students' data analysis ability from the teacher's point of view are as follows: first, insufficient attention is paid to understanding the students' cognitive basis when preparing for class; second, to the examples, The selection of exercises and operational topics is unreasonable, and too little consideration is given to consolidating the knowledge combined with reality; third, the application of statistical knowledge is not comprehensive and thorough, and the methods of data analysis are too little. At the same time do not pay attention to the infiltration of statistical ideas in the classroom; fourth, the intensity of homework inspection is not enough, the inspection method is relatively single, and the inspection and supervision of students' learning effect is insufficient. Finally, according to the results of the investigation and research on the reasons for the weakness of high school students' data analysis ability, the corresponding basic teaching requirements are put forward, including strengthening the study of statistical thought and methods, being familiar with the application of statistical knowledge, This paper tries to create an environment conducive to the training of students' ability of data analysis, and to improve the quality of students' statistical content, and gives the specific teaching requirements from three aspects: classroom preparation, classroom teaching and after-class feedback. Finally, the teaching case is presented according to the teaching requirements.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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