【摘要】：近些年來,數(shù)據(jù)分析作為統(tǒng)計的核心內(nèi)容,在義務(wù)教育數(shù)學(xué)課程中逐漸突出。同時,隨著六大數(shù)學(xué)核心素養(yǎng)的提出,數(shù)據(jù)分析能力備受人們關(guān)注,成為數(shù)學(xué)教育研究的一個熱點問題。但是,通過查閱近幾年的文獻(xiàn)以及筆者對初中生數(shù)據(jù)分析能力的現(xiàn)狀測試,我們發(fā)現(xiàn)初中生的數(shù)據(jù)分析能力普遍比較薄弱,然而對其薄弱原因進(jìn)行研究的卻很少。因此,初中生數(shù)據(jù)分析能力薄弱原因和對策研究是一個值得研究的課題。本文首先說明了問題的緣由、前人研究的綜述、研究的主要問題、意義和方法;其次,從數(shù)據(jù)分析能力的界定、結(jié)構(gòu)和標(biāo)準(zhǔn)方面進(jìn)行了理論研究;再次,對初中生數(shù)據(jù)分析能力現(xiàn)狀進(jìn)行了調(diào)查,并針對其薄弱現(xiàn)狀,通過調(diào)查學(xué)生和訪談教師挖掘出初中生數(shù)據(jù)分析能力薄弱的原因;最后,針對薄弱的原因,給出提高初中生數(shù)據(jù)分析能力的對策和具體案例。本文通過對濟南、淄博、日照三個地區(qū)的320名初中學(xué)生進(jìn)行測試和問卷調(diào)查,同時對三個地區(qū)的15名教師進(jìn)行訪談,挖掘出初中生數(shù)據(jù)分析能力薄弱的主要原因有:教師和學(xué)生不重視數(shù)據(jù)分析基礎(chǔ)知識和基本方法的練習(xí);教師對學(xué)生數(shù)據(jù)分析基礎(chǔ)知識的要求低;學(xué)生對數(shù)據(jù)分析基礎(chǔ)知識的理解、掌握,尤其是應(yīng)用不夠;教師數(shù)據(jù)分析基本方法教授、指導(dǎo)偏少,學(xué)生基本方法掌握較差;教師數(shù)據(jù)分析基本方法講解不透徹、不到位;教師對學(xué)生的數(shù)據(jù)分析學(xué)習(xí)結(jié)果處理不當(dāng)。筆者針對以上薄弱的原因,提出提高初中生數(shù)據(jù)分析能力的教學(xué)建議:首先,筆者提出了提高初中生數(shù)據(jù)分析能力的基本要求:要重視培養(yǎng)數(shù)據(jù)分析能力;重視教授數(shù)據(jù)分析基礎(chǔ)知識;注重學(xué)習(xí)數(shù)據(jù)分析基本方法;恰當(dāng)?shù)匕才艛?shù)據(jù)分析部分的練習(xí);教師要注重處理學(xué)生的數(shù)據(jù)分析學(xué)習(xí)結(jié)果。其次,筆者分別針對課前、課堂、課后三個環(huán)節(jié)提出了提高初中生數(shù)據(jù)分析能力的課堂要求。對數(shù)據(jù)分析課前的建議:教師備課時要深入挖掘數(shù)據(jù)分析基本方法;課前教師對學(xué)生的數(shù)據(jù)分析練習(xí)要精心安排和選擇。對數(shù)據(jù)分析課堂的建議:加強對數(shù)據(jù)分析基礎(chǔ)知識的教學(xué);教師課堂上要透徹講解數(shù)據(jù)分析基本方法,同時鼓勵學(xué)生思考多種方法;課堂上教師要注重對學(xué)生數(shù)據(jù)分析學(xué)習(xí)結(jié)果的檢查督導(dǎo);教師要在學(xué)生數(shù)據(jù)分析錯誤訂正上發(fā)揮主導(dǎo)作用;教師要提高學(xué)生數(shù)據(jù)分析總結(jié)概括的頻率,挖掘多種總結(jié)概括數(shù)據(jù)分析的方式。對數(shù)據(jù)分析課后的建議:學(xué)生課后要有所選擇地增加練習(xí);教師要注重對學(xué)生數(shù)據(jù)分析學(xué)習(xí)結(jié)果的作業(yè)檢查督導(dǎo);教師要及時評價學(xué)生數(shù)據(jù)分析學(xué)習(xí)結(jié)果。最后,結(jié)合所給教學(xué)建議,給出了初中生數(shù)據(jù)分析課堂的教學(xué)案例。
[Abstract]:In recent years, as the core content of statistics, data analysis is becoming more and more important in mathematics curriculum of compulsory education. At the same time, with the development of six mathematics core qualities, the ability of data analysis has become a hot issue in mathematics education. However, through the review of the literature in recent years and the author's current test of junior high school students' ability of data analysis, we find that the ability of data analysis of junior high school students is generally weak, but there are few researches on the causes of their weakness. Therefore, the research on the causes and countermeasures of junior high school students' weak ability of data analysis is worth studying. This paper first explains the cause of the problem, the review of previous studies, the main problems, significance and methods of the study, secondly, from the definition of the ability of data analysis, structure and standards of theoretical research; Thirdly, the current situation of junior high school students' data analysis ability is investigated, and according to their weak situation, through the investigation of students and interviews with teachers to find out the reasons for junior high school students' weak ability of data analysis; Finally, in view of the weak reason, gives the improvement junior high school student data analysis ability countermeasure and the concrete case. In this paper, 320 junior middle school students in Jinan, Zibo and Rizhao were tested and investigated. At the same time, 15 teachers from three regions were interviewed. The main reasons for the weakness of junior high school students' ability of data analysis are as follows: teachers and students do not attach importance to the practice of basic knowledge and methods of data analysis; Teachers have low requirements for students' basic knowledge of data analysis, students' understanding of basic knowledge of data analysis, especially the lack of application, teaching of basic methods of teacher data analysis, less guidance, and students' poor mastery of basic methods; The basic method of teacher's data analysis is not explained thoroughly, and the result of student's data analysis is not handled properly. In view of the above weak reasons, the author puts forward teaching suggestions to improve junior high school students' ability of data analysis: first, the author puts forward the basic requirements of improving junior high school students' ability of data analysis: pay attention to cultivating the ability of data analysis; Pay attention to teaching the basic knowledge of data analysis; pay attention to learning the basic method of data analysis; arrange the exercises of data analysis part properly; and teachers should pay attention to dealing with the students' data analysis learning results. Secondly, the author puts forward the classroom requirements to improve junior high school students' ability of data analysis. The suggestions for data analysis before class: teachers should dig into the basic methods of data analysis while preparing lessons, and teachers should carefully arrange and choose the data analysis exercises for students before class. The suggestions to the data analysis classroom include: strengthening the teaching of the basic knowledge of data analysis, explaining thoroughly the basic methods of data analysis in the classroom, and encouraging students to think about various methods at the same time; In class, teachers should pay attention to the inspection and supervision of students' data analysis and learning results, and teachers should play a leading role in correcting students' data analysis errors. Teachers should improve the frequency of summing up students' data analysis and excavate various methods of summing up data analysis. The suggestion to the data analysis class: students should choose to increase the practice after class; the teacher should pay attention to the homework inspection and supervision of the student data analysis study result; the teacher should evaluate the student data analysis study result in time. Finally, combined with the teaching suggestions, the teaching case of junior high school students data analysis classroom is given.
【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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