高中生数据分析素养的现状与改进对策

发布时间：2018-09-17 14:04

【摘要】：在深化基础教育课程改革进程中,学生的数学核心素养成为当下高中教育的焦点和难点。数据分析作为高中生数学发展的核心素养之一,成为高中统计与概率课程教学的核心目标。然而,高中生数据分析素养的现状究竟如何,不仅是高中数学教师普遍迷茫的问题,而且,即使是理论工作者也是茫然。理清高中生数据分析素养的发展现状是当前高中数学教育急迫的现实问题。本研究以高中生数据分析素养现状调查为主题,以问卷调查法、访谈法为主,辅以文献研究法,以196名高中生、44名高中数学教师为调查对象,通过全面客观调查河南省必修3“统计与概率”的教师“教”与学生“学”的现状,进而理清高中数学数据分析素养的现状,在此基础上提出进一步的改进对策。调查结果显示:1.一方面,就被访的高中生而言,高中生数据分析素养整体水平低下,仅仅达到30.6%。另一方面,忽视数据分析素养的养成,将高中统计与概率的教学侧重点放在知识技能的重复训练之上,是高中生数据分析素养低下的主要原因。2.高中生数据分析素养低下,来自学生的原因,一方面在于,为数甚多的学生尚未真正明确统计与概率的学习方法,将其等同于代数、几何等确定数学的学习;另一方面,学生的实际应用能力整体水平较差,尤其是无法将统计与概率与大千世界联系在一起,学习停留在套模式求解阶段。3.高中生数据分析素养低下,来自教师的原因,集中体现为:(1)教师将统计与概率教学的重点放在了应试教育上,忽视统计与概率教学中初、高中知识的衔接,导致学生知识断层,对一些重要概念理解模糊,影响到后续学习;(2)教师教学理念陈旧,仅限于讲授法教学,大多采用大量重复的题型训练,忽视解题方法探究,给学生的学业带来了沉重的负担;(3)在日常教学中,教师忽视数学思想方法的培养,特别是数学建模思想;(4)教师备课不充分,既不研究课标,又不深入了解学生现状,制定的教学目标过于空洞,不符合学生实际情况;(5)教师自身的统计与概率知识储备不足,同时,教师不注意对学生统计与概率知识的及时梳理,学生很难自己建立系统的知识结构;(6)教师对信息技术的应用水平低下,对于统计与概率必须的教学软件、多媒体设备十分陌生。为了更好地改进高中生统计与概率的教学,进而有效提升高中生数据分析素养的整体水平,建议:首先,进一步明确统计与概率教学的特点(尤其是确定数学教学特点的差异),帮助学生亲身经历数据分析的过程,体会数据中蕴含的信息;其次,重视多媒体、几何画板等软件、技术在统计与概率教学中的实际运用,建议学校开设相应的教师专题培训活动,切实提升高中教师对于统计与概率教学必须的软件、硬件的应用水平;第三,加强统计与概率知识之间以及与其它知识的联系,从而建立完善的知识结构。最后,注重统计与概率领域的数学史料的适时渗透,同时进一步强化具体案例教学,为高中数学教师提供更加丰富的统计与概率的现实应用的案例素材。
[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.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【参考文献】