【摘要】：在深化基礎(chǔ)教育課程改革進(jìn)程中,學(xué)生的數(shù)學(xué)核心素養(yǎng)成為當(dāng)下高中教育的焦點(diǎn)和難點(diǎn)。數(shù)據(jù)分析作為高中生數(shù)學(xué)發(fā)展的核心素養(yǎng)之一,成為高中統(tǒng)計(jì)與概率課程教學(xué)的核心目標(biāo)。然而,高中生數(shù)據(jù)分析素養(yǎng)的現(xiàn)狀究竟如何,不僅是高中數(shù)學(xué)教師普遍迷茫的問題,而且,即使是理論工作者也是茫然。理清高中生數(shù)據(jù)分析素養(yǎng)的發(fā)展現(xiàn)狀是當(dāng)前高中數(shù)學(xué)教育急迫的現(xiàn)實(shí)問題。本研究以高中生數(shù)據(jù)分析素養(yǎng)現(xiàn)狀調(diào)查為主題,以問卷調(diào)查法、訪談法為主,輔以文獻(xiàn)研究法,以196名高中生、44名高中數(shù)學(xué)教師為調(diào)查對(duì)象,通過(guò)全面客觀調(diào)查河南省必修3“統(tǒng)計(jì)與概率”的教師“教”與學(xué)生“學(xué)”的現(xiàn)狀,進(jìn)而理清高中數(shù)學(xué)數(shù)據(jù)分析素養(yǎng)的現(xiàn)狀,在此基礎(chǔ)上提出進(jìn)一步的改進(jìn)對(duì)策。調(diào)查結(jié)果顯示:1.一方面,就被訪的高中生而言,高中生數(shù)據(jù)分析素養(yǎng)整體水平低下,僅僅達(dá)到30.6%。另一方面,忽視數(shù)據(jù)分析素養(yǎng)的養(yǎng)成,將高中統(tǒng)計(jì)與概率的教學(xué)側(cè)重點(diǎn)放在知識(shí)技能的重復(fù)訓(xùn)練之上,是高中生數(shù)據(jù)分析素養(yǎng)低下的主要原因。2.高中生數(shù)據(jù)分析素養(yǎng)低下,來(lái)自學(xué)生的原因,一方面在于,為數(shù)甚多的學(xué)生尚未真正明確統(tǒng)計(jì)與概率的學(xué)習(xí)方法,將其等同于代數(shù)、幾何等確定數(shù)學(xué)的學(xué)習(xí);另一方面,學(xué)生的實(shí)際應(yīng)用能力整體水平較差,尤其是無(wú)法將統(tǒng)計(jì)與概率與大千世界聯(lián)系在一起,學(xué)習(xí)停留在套模式求解階段。3.高中生數(shù)據(jù)分析素養(yǎng)低下,來(lái)自教師的原因,集中體現(xiàn)為:(1)教師將統(tǒng)計(jì)與概率教學(xué)的重點(diǎn)放在了應(yīng)試教育上,忽視統(tǒng)計(jì)與概率教學(xué)中初、高中知識(shí)的銜接,導(dǎo)致學(xué)生知識(shí)斷層,對(duì)一些重要概念理解模糊,影響到后續(xù)學(xué)習(xí);(2)教師教學(xué)理念陳舊,僅限于講授法教學(xué),大多采用大量重復(fù)的題型訓(xùn)練,忽視解題方法探究,給學(xué)生的學(xué)業(yè)帶來(lái)了沉重的負(fù)擔(dān);(3)在日常教學(xué)中,教師忽視數(shù)學(xué)思想方法的培養(yǎng),特別是數(shù)學(xué)建模思想;(4)教師備課不充分,既不研究課標(biāo),又不深入了解學(xué)生現(xiàn)狀,制定的教學(xué)目標(biāo)過(guò)于空洞,不符合學(xué)生實(shí)際情況;(5)教師自身的統(tǒng)計(jì)與概率知識(shí)儲(chǔ)備不足,同時(shí),教師不注意對(duì)學(xué)生統(tǒng)計(jì)與概率知識(shí)的及時(shí)梳理,學(xué)生很難自己建立系統(tǒng)的知識(shí)結(jié)構(gòu);(6)教師對(duì)信息技術(shù)的應(yīng)用水平低下,對(duì)于統(tǒng)計(jì)與概率必須的教學(xué)軟件、多媒體設(shè)備十分陌生。為了更好地改進(jìn)高中生統(tǒng)計(jì)與概率的教學(xué),進(jìn)而有效提升高中生數(shù)據(jù)分析素養(yǎng)的整體水平,建議:首先,進(jìn)一步明確統(tǒng)計(jì)與概率教學(xué)的特點(diǎn)(尤其是確定數(shù)學(xué)教學(xué)特點(diǎn)的差異),幫助學(xué)生親身經(jīng)歷數(shù)據(jù)分析的過(guò)程,體會(huì)數(shù)據(jù)中蘊(yùn)含的信息;其次,重視多媒體、幾何畫板等軟件、技術(shù)在統(tǒng)計(jì)與概率教學(xué)中的實(shí)際運(yùn)用,建議學(xué)校開設(shè)相應(yīng)的教師專題培訓(xùn)活動(dòng),切實(shí)提升高中教師對(duì)于統(tǒng)計(jì)與概率教學(xué)必須的軟件、硬件的應(yīng)用水平;第三,加強(qiáng)統(tǒng)計(jì)與概率知識(shí)之間以及與其它知識(shí)的聯(lián)系,從而建立完善的知識(shí)結(jié)構(gòu)。最后,注重統(tǒng)計(jì)與概率領(lǐng)域的數(shù)學(xué)史料的適時(shí)滲透,同時(shí)進(jìn)一步強(qiáng)化具體案例教學(xué),為高中數(shù)學(xué)教師提供更加豐富的統(tǒng)計(jì)與概率的現(xiàn)實(shí)應(yīng)用的案例素材。
[Abstract]:In the process of deepening the reform of basic education curriculum, students'core mathematical literacy has become the focus and difficulty of high school education. As one of the core mathematical literacy of high school students, data analysis has become the core objective of high school statistics and probability course teaching. However, what is the status quo of high school students' data analysis literacy is not only high It is an urgent and realistic problem to clarify the development of data analysis literacy of senior high school students. This study is based on the survey of data analysis literacy of senior high school students, with questionnaire survey method, interview method as the main method, supplemented by literature research method. 196 senior high school students and 44 senior high school mathematics teachers were investigated. Through a comprehensive and objective investigation on the status quo of "teaching" and "learning" of teachers and students in Henan compulsory 3 "statistics and probability", the status quo of senior high school mathematics data analysis literacy was clarified. On this basis, further improvement measures were put forward. The results showed that: 1. On the other hand, ignoring the cultivation of data analysis literacy and focusing on the repetitive training of knowledge and skills in the teaching of statistics and probability are the main reasons for the low data analysis literacy of high school students. 2. The low data analysis literacy of high school students. On the one hand, a large number of students have not really defined the learning method of statistics and probability, which is equivalent to algebra, geometry and other deterministic mathematics learning; on the other hand, the overall level of students'practical application ability is poor, especially the statistical and probability can not be linked with the thousands of worlds, learning stops. 3. High school students'low literacy in data analysis comes from teachers' reasons, which are mainly embodied as follows: (1) Teachers put the emphasis of statistics and probability teaching on exam-oriented education, neglecting the convergence of statistics and probability teaching at the beginning and high school, leading to students'knowledge gap, vague understanding of some important concepts, affecting the follow-up. (3) In daily teaching, teachers neglect the cultivation of mathematical thinking methods, especially the idea of mathematical modeling; (4) teachers do not prepare lessons adequately and do not study lessons. Standards, but not in-depth understanding of the students'current situation, the teaching objectives formulated are too hollow, not in line with the actual situation of students; (5) teachers own statistics and probability knowledge reserves are insufficient, at the same time, teachers do not pay attention to the students' statistics and probability knowledge timely combing, students are difficult to establish their own systematic knowledge structure; (6) teachers of information technology application water In order to improve the teaching of statistics and probability of high school students, and then effectively improve the overall level of data analysis literacy of high school students, it is suggested that: first, further clarify the characteristics of statistics and probability teaching (especially to determine the differences in mathematical teaching characteristics) Secondly, pay attention to multimedia, Geometric Sketchpad and other software, technology in the actual application of statistics and probability teaching, suggest that schools set up corresponding teacher training activities, effectively enhance the high school teachers for statistics and probability teaching software, hardware. Third, strengthen the relationship between statistics and probability knowledge and other knowledge, so as to establish a sound knowledge structure. Finally, pay attention to the timely infiltration of mathematical historical data in the field of statistics and probability, and further strengthen specific case teaching, to provide more abundant statistics and probability practical application for high school mathematics teachers. Case material.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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