發(fā)布時間：2018-06-28 02:25

  本文選題：初中生 + 統(tǒng)計觀念�。� 參考：《江西師范大學(xué)》2016年碩士論文

【摘要】：本文以初中生統(tǒng)計觀念發(fā)展水平現(xiàn)狀研究為題,首先依據(jù)SOLO分類評價理論以及重慶師范大學(xué)童莉教授的義務(wù)教育階段學(xué)生數(shù)據(jù)分析觀念的評價框架為理論指導(dǎo)并請教相關(guān)教育專家、著名學(xué)者及一線教師的基礎(chǔ)上將初中生統(tǒng)計觀念發(fā)展水平分為七個維度,每一維度又分為若干水平,從而編制出對應(yīng)每一維度的相應(yīng)測試題。其次,采用問卷調(diào)查法,以選取LT中學(xué)的230名初中生為研究對象,進(jìn)行問卷測試,利用SOLO分類評價理論及SPSS軟件對測試卷中學(xué)生所做出的答案進(jìn)行定量和定性分析,得出初中生統(tǒng)計觀念的發(fā)展水平。初中生統(tǒng)計觀念的發(fā)展水平現(xiàn)狀:學(xué)生在解決統(tǒng)計特征不太明顯的問題中只有48.6%的學(xué)生會考慮利用統(tǒng)計的方法來解決;絕大部分的被試在對數(shù)據(jù)特征明顯的問題上意識到通過收集、處理相關(guān)數(shù)據(jù)來解決問題;學(xué)生在數(shù)據(jù)收集和整理方面能力比較欠缺,尤其是在利用多種方法收集整理數(shù)據(jù)的能力僅31.6%的被試達(dá)到該水平;在數(shù)據(jù)的表征上大部分被試能用單一的方法進(jìn)行表征,但在用多種方法進(jìn)行表征并能根據(jù)需要選取合適的表征上僅42.6%的被試達(dá)到該水平;絕大多數(shù)學(xué)生沒有分清概率和頻率之間的區(qū)別和關(guān)系,認(rèn)識不到二者的聯(lián)系。對初中生統(tǒng)計觀念發(fā)展的影響因素分析得出:(1)一線教師對教育部頒布的義務(wù)教育課程標(biāo)準(zhǔn)中對統(tǒng)計部分的要求及建議不清楚,在統(tǒng)計教學(xué)中沒有讓學(xué)生親自體驗數(shù)據(jù)分析的全過程。(2)學(xué)生對統(tǒng)計沒有一個明確的體會和了解,只是為了學(xué)習(xí)而學(xué)習(xí),為了考試而學(xué)習(xí),這樣很難形成一個科學(xué)的統(tǒng)計觀念。(3)從整體上看整個教材關(guān)于統(tǒng)計內(nèi)容知識廣而不深。(4)統(tǒng)計教學(xué)活動過程中沒有對統(tǒng)計內(nèi)容生活化,教師對統(tǒng)計內(nèi)容的設(shè)計、組織不符合新課程標(biāo)準(zhǔn)理念。最后,針對初中生統(tǒng)計觀念的發(fā)展水平現(xiàn)狀及其影響因素分析,我給出了培養(yǎng)初中生統(tǒng)計觀念的幾點(diǎn)建議。
[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.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6

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