基于活动教学的小学生数据分析观念的培养研究

发布时间：2018-08-07 18:06

【摘要】：本文以关于“数据分析观念”培养的活动教学为研究内容,运用内容分析法,以数据分析观念的内涵及特性为指导,对小学段统计内容的特点及所承载的数据分析观念的目标进行了分析。再通过转写统计内容活动教学优质课,并从中选取了数据的收集与处理、统计量、统计图表三种内容的典型个案,运用案例分析法,以活动教学的相关理论为研究基础,以活动教学的教学原则选取了典型的案例,以活动教学过程环节为框架对案例进行了分析,总结了其中活动教学各个环节的实施情况与策略,得出了以下结论:1.不同的统计内容所承载的数据分析观念目标维度不同;2.“数据分析观念”的培养具有情境性;3.数据分析观念培养存在的活动教学模型:第一种是:选择贴近学生生活实际的素材创设情境,提出统计问题;在子问题的启发下,通过收集数据、整理数据、分析和解释数据,构建模型;在解决实际的统计问题中,经历数据分析的活动,体会数据的应用价值;在过程性问题的引导下,回顾总结,加深对运用数据解决问题的体验。第二种是:运用新旧知的联系创设对比的情境,提出问题制定学习计划;基于比较的视角,构建对统计图表的认识,经历描述数据与分析数据的过程,体验方法的多样性与“好”方法的便利性,同时体验数据的随机性;置统计图表于大背景中,使学生运用统计图表的规律做出预测或推断,体会统计图表的应用价值与随机性;引导学生总结回顾,并提出统计问题,把数据的研究延伸至课外。
[Abstract]:This paper, based on the content analysis of the "data analysis concept", uses the content analysis method, with the guidance of the connotation and characteristics of the data analysis concept, analyzes the characteristics of the statistical content of the primary school section and the objective of the data analysis concept carried by it. Taking the data collection and processing, statistics, statistics chart three typical cases, using the case analysis method, taking the related theory of activity teaching as the research foundation, taking the teaching principle of activity teaching as the typical case, taking the activity teaching process link as the framework to analyze the case, and summed up the various activities teaching. The following conclusions are drawn as follows: 1. the objective dimensions of data analysis concept are different in different statistical contents; 2. "data analysis concept" training is situational; 3. the existence of data analysis concept training model of activity teaching: the first is to choose material to create situation which is close to the actual life of students, Out of statistical problems; under the inspiration of the sub problem, by collecting data, sorting out data, analyzing and interpreting the data, building a model, in solving practical statistical problems, experience the activities of data analysis, experience the value of the data, review and summarize the experience under the guidance of the process problems, and deepen the experience of using data to solve the problem. Second kinds are: Using the relationship between new and old knowledge to create a comparative situation, put forward a problem making plan, build a knowledge of statistical charts, experience the process of describing data and analysis data, experience the diversity of the method and the convenience of the "good" method, and experience the randomness of the data, and set the statistical chart in the background to make the students in the big background. Use the laws of statistical charts to predict or deduce the application value and randomness of the statistical chart; guide the students to summarize and review the statistics, and put forward statistical problems, and extend the study of the data to the extracurricular.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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