本文選題：學(xué)困點(diǎn) + 統(tǒng)計(jì)��； 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：人教A版統(tǒng)計(jì)內(nèi)容位于必修3的第2章、選修1-2的第1章和選修2-3的第3章,隨著新課改的推進(jìn),統(tǒng)計(jì)內(nèi)容的難度和內(nèi)容都有所增加,它在學(xué)生學(xué)習(xí)與高考中的重要性與日俱增。研究學(xué)困點(diǎn)能夠準(zhǔn)確了解學(xué)生統(tǒng)計(jì)知識掌握情況,對學(xué)生統(tǒng)計(jì)內(nèi)容的學(xué)習(xí)及教師統(tǒng)計(jì)內(nèi)容的教學(xué)有指導(dǎo)性意義。本研究在甘肅省慶陽市某示范性高中進(jìn)行調(diào)查來研究下列問題:1、人教A版統(tǒng)計(jì)內(nèi)容知識點(diǎn)的難度分布;2學(xué)生在學(xué)習(xí)統(tǒng)計(jì)內(nèi)容時(shí)主要的學(xué)困點(diǎn);3、學(xué)困點(diǎn)產(chǎn)生的原因。在研究過程中,筆者對高一高二級308人進(jìn)行了測試和問卷調(diào)查,對9名數(shù)學(xué)老師和12名參加測試的學(xué)生進(jìn)行訪談,運(yùn)用SPSS軟件、excel軟件及SOLO分類理論整理分析數(shù)據(jù),深度剖析訪談,得到以下結(jié)論:1、統(tǒng)計(jì)內(nèi)容章節(jié)整體難度由高到低依次是:統(tǒng)計(jì)案例變量相關(guān)性用樣本估計(jì)總體隨機(jī)抽樣;統(tǒng)計(jì)知識的難度主要體現(xiàn)在:獨(dú)立性檢驗(yàn)與回歸方程;2、統(tǒng)計(jì)內(nèi)容四個(gè)章節(jié)的學(xué)困點(diǎn);3、影響學(xué)生產(chǎn)生學(xué)困點(diǎn)的因素主要是:知識點(diǎn)本身的難度,教師教授的解題方法過少,學(xué)生未能及時(shí)復(fù)習(xí)難點(diǎn)內(nèi)容以及在生活中很少運(yùn)用統(tǒng)計(jì)知識;4、目前學(xué)生對較難統(tǒng)計(jì)知識多處于了解水平,未能理解原理并靈活運(yùn)用。最后,結(jié)合本研究的結(jié)果來看,筆者從教師的課堂教學(xué)、學(xué)生的學(xué)習(xí)、教材的編寫方面給出了一些建議:1、變量間的相關(guān)關(guān)系和統(tǒng)計(jì)案例應(yīng)該作為統(tǒng)計(jì)內(nèi)容教學(xué)學(xué)習(xí)的難點(diǎn);2、教學(xué)中要注意比例關(guān)系的處理,圖表信息的讀取,復(fù)雜公式的應(yīng)用;3、改進(jìn)教法,注意知識點(diǎn)與問題情景的聯(lián)系,及時(shí)進(jìn)行教學(xué)測試。統(tǒng)計(jì)知識的學(xué)習(xí)要注意知識點(diǎn)的理解,靈活運(yùn)用解題方法,及時(shí)復(fù)習(xí);4、教材編寫要注意知識的循序漸近性,應(yīng)在統(tǒng)計(jì)案例上安排更多學(xué)時(shí)來幫助學(xué)生完成知識難度上的飛躍,彌補(bǔ)學(xué)生在應(yīng)用統(tǒng)計(jì)知識解決問題上的不足。
[Abstract]:The statistical contents of version A are in chapter 2 of compulsory course 3, chapter 1 of elective 1-2 and chapter 3 of elective 2-3. With the development of new curriculum reform, the difficulty and content of statistical content have increased. It is becoming more and more important in students' study and college entrance examination. Research on the difficult point of learning can accurately understand the situation of students' statistical knowledge, which is of guiding significance to the study of students' statistical content and the teaching of teachers' statistical content. In this study, an investigation was carried out in a demonstration high school in Qingyang City, Gansu Province, to study the following question: 1. In the course of the research, the author conducted a test and questionnaire survey to 308 students of Grade two in Grade 1 Senior one, interviewed 9 math teachers and 12 students who took part in the test, and analyzed the data by using the software of SPSS excel and Solo classification theory. After in-depth analysis and interview, the following conclusions are drawn: 1. The overall difficulty of the statistical content chapter is in the order of high to low: the correlation of statistical case variables estimates the total random sampling with sample; The difficulty of statistical knowledge is mainly reflected in the independence test and regression equation, the difficulty in four chapters of statistics, the factors influencing students' learning difficulty are the difficulty of the knowledge point itself, and the method of solving the problem is too few for teachers and professors. Students fail to review the difficult content in time and seldom use statistical knowledge in their daily life. At present, students are at a level of understanding of difficult statistical knowledge, unable to understand the principle and apply it flexibly. Finally, combined with the results of this study, the author from the teacher's classroom teaching, students' learning, In the compilation of teaching materials, some suggestions are given: 1. The correlation between variables and statistical cases should be regarded as the difficult points in teaching and learning of statistical content. In teaching, attention should be paid to the processing of proportional relations and the reading of chart information. The application of complex formula is to improve teaching methods, pay attention to the connection between knowledge points and problem situations, and carry out teaching tests in time. In the study of statistical knowledge, attention should be paid to the understanding of the points of knowledge, flexible use of problem-solving methods, timely review of four, attention to the gradual and orderly nature of knowledge in the compilation of teaching materials, and more hours should be arranged in statistical cases to help students complete the leap in the difficulty of knowledge. To make up for the students in the application of statistical knowledge to solve problems.
【學(xué)位授予單位】：華東師范大學(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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