小学高年级学生统计图表理解水平研究

发布时间：2018-03-16 06:40

本文选题：小学高年级学生　切入点：统计图表　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在信息化和数字化的当今社会,大量的信息以数据的形式进行着传递和交流,要想获取数据里面的信息,就得对这些数据进行整理与分析,而分析数据的有利工具就是方式多样的统计图表。然而,在现今的中小学数学教育中,统计图表的相关知识也就越来越受重视,并成为数学教育的重要组成部分。因此,对小学高年级学生统计图表理解水平的研究是有必要的。本文主要研究的问题是:(1)小学高年级学生统计图表的理解水平怎样?(2)小学高年级学生统计图的制作水平如何?研究结果显示,对于统计表的理解,有77.6%的学生达到了直接读取数据信息的水平,有75.0%的学生达到了数据信息之间对比、分析的水平,有71.1%的学生达到了全面分析数据并以此做出一定合理归纳及推断的水平;对于条形统计图的理解,有90.4%的学生达到了数据信息之间对比、分析的水平,有72.1%的学生达到了全面分析数据并以此做出一定合理归纳及推断的水平;对于折线统计图的理解,有75.9%的学生达到了直接读取数据信息的水平,只有39.1%的学生达到了数据信息之间对比、分析的水平,只有31.8%的学生达到了全面分析数据并以此做出一定合理归纳及推断的水平;至于条形统计图的制作,有46.0%的学生合理选择并正确地制作出了条形统计图;对于折线统计图的制作,有57.0%的学生合理选择并正确地制作出了折线统计图。综上所述,小学高年级学生对统计表的理解和条形统计图的理解还是比较好的,但是对于折线统计图的理解以及条形统计图、折线统计图的制作尚不能令人满意。基于研究结果,本文最后对教师与学生提出了一些相关的建议。给教师的建议是:第一,在教学统计图表内容时应该加强学生对统计图表中数据含义的理解;第二,在加强学生对统计图表数据含义的理解上,要规范学生的语言表达;第三,在教学中应该重视全面分析数据并以此做出一定合理归纳及推断(水平3)这部分内容;第四,在今后统计图的理解与制作的教学中,应该在学生比较容易出现错误的地方进行有针对性的教学。给学生的建议是:第一,虽然统计部分的知识不是小学的学习重点,但是它与我们的生活息息相关,学习好统计知识是有必要的。第二,要善于使统计知识来源于生活,再运用到生活当中去。第三,要丰富自己对统计图制作的有关事项,不能仅限于书本上的要求。
[Abstract]:In the modern society of information and digitization, a large amount of information is transmitted and exchanged in the form of data. In order to obtain the information in the data, we must organize and analyze these data. However, in today's primary and secondary mathematics education, the relevant knowledge of statistical charts is paid more and more attention to, and become an important part of mathematics education. It is necessary to study the understanding level of statistical chart of senior students in primary school. The main question of this paper is: 1) how well does the statistical chart of senior primary school students understand? What is the level of production of statistical charts for senior primary school students? The results show that 77.6% of the students have reached the level of reading the data information directly, and 75.0% of the students have reached the level of comparing and analyzing the data information. 71.1% of the students have reached the level of comprehensive analysis of the data and reasonable induction and inference. For the understanding of the bar chart, 90.4% of the students have reached the level of comparison and analysis of the data and information. 72.1% of the students have reached the level of comprehensive analysis of the data and reasonable induction and inference, and 75.9% of the students have reached the level of reading the data information directly for the understanding of the broken line statistics. Only 39.1% of the students have reached the level of comparison and analysis between data and information, and only 31.8% have reached the level of comprehensive analysis of data and reasonable induction and inference. 46.0% of the students have reasonably selected and correctly produced a bar chart; for the production of the broken line statistics, 57.0% of the students have reasonably selected and correctly produced a broken line statistical chart. The understanding of the statistical table and the bar chart of the students in the senior grade of primary school is still relatively good, but for the understanding of the broken line statistics and the bar statistics, the production of the broken line statistics is not satisfactory. At the end of this paper, some suggestions are put forward to teachers and students. The suggestions are: first, to strengthen students' understanding of the meaning of data in the statistical chart of teaching; second, to improve the understanding of the meaning of the data in the statistical chart. In order to strengthen the students' understanding of the meaning of statistical chart data, we should standardize the students' language expression; third, we should pay attention to the comprehensive analysis of the data in the teaching and make a certain reasonable induction and inference (level 3) in this part of the content; 4th, In the teaching of understanding and making statistical charts in the future, targeted teaching should be carried out in places where students are more prone to mistakes. The advice to students is: first, although the knowledge of the statistical part is not the focus of primary school study, But it is closely related to our daily life. It is necessary to learn good statistical knowledge. Second, we should be good at making statistical knowledge come from life and then apply it to our daily life. Third, we should enrich our own issues concerning the production of statistical maps. Don't limit yourself to book requirements.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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