【作者】 赵琳；

【导师】 朱亚丽；

【作者基本信息】 河南师范大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 统计内容一直受到国内外众多数学教育研究者的关注,也是各个阶段数学学习的重要组成部分。义务教育数学课程标准2001版和2011版等两个版本,均突出强调了统计思维对于统计知识学习的重大意义,它是统计学习的核心。因此,如何培养好学生的统计思维成为了现代课堂教学中不可逃避的问题。本研究针对现存统计思维发展方面的问题做出了分析,主要研究了目前教育工作者应如何科学、实际地构建中学生统计思维的学习进阶测评框架;并讨论了在上述框架下,如何准确评估中学生统计思维水平的现状,以及目前所处阶段有怎样的特点和相关的注意事项等问题。在查阅国内外文献并收集整理有关统计及思维和学习进阶相关的研究结果后,本研究决定以SOLO分类评价模型作为学习进阶水平的划分依据。在此依据下,依靠“学习进阶测评工具研发以小学生统计思维为例”的框架基础,将统计思维进阶维度确定为数据认识,数据表征,数据分析,数据建模,将统计思维进阶水平确定为特征水平、过渡水平、数量化水平、分析水平,并构建统计思维的学习进阶理论框架。通过梳理义务课标中关于统计内容的相关要求,参考人教版教科书中的内容编排方式,并参考到国际PISA试题中的有关统计部分的试题和已有文献的题目总结,本文开发了与框架相匹配的测试工具。在河南省新乡市某中学六年级至九年级中,四个年级各抽取两个平行班的学生,共450人参与测试。通过对问卷调查结果的分析和对教师、学生的访谈,得到如下结论:(1)本研究设计构建的统计思维学习进阶框架合理有效,可以清晰准确测评出学生统计思维的发展水平;(2)六年级和七年级统计思维发展整体处于学习进阶的数量化水平,八年级和九年级整体处于分析水平;(3)学生统计知识掌握不牢,影响统计思维发展;获取描述信息能力、主观题分析表达能力有待提高;统计思维教学中重计算轻理解;(4)学生的统计思维意识,数据变异,以及数据建模方面的发展水平较低。据此结论提出四条教学建议:首先,培养学生的统计意识,提高课堂的趣味性;其次,抓住统计思维发展关键期,有针对性的实施统计教学;再次,改变课堂教学模式,计算理解两手抓;最后,构建学生知识网络,加强分析能力和建模能力的培养。更多还原

【Abstract】 Statistics content has been paid attention by many researchers in mathematics education at home and abroad,and it is also an important part of mathematics learning in each stage.The two editions of compulsory education mathematics curriculum standard 2001 and 2011 emphasize the significance of statistical thinking to the study of statistical knowledge,which is the core of statistical learning.Therefore,how to cultivate students’ statistical thinking has become an unavoidable problem in modern classroom teaching.This study analyzes the existing problems in the development of statistical thinking,mainly studies how educators should scientifically and practically construct the advanced evaluation framework of middle school students’ statistical thinking;It also discusses how to accurately evaluate the current situation of middle school students’ statistical thinking level under the above framework;What are the characteristics of the current stage;In training middle school students’ statistical thinking,we should pay more attention to which aspects.After consulting the literature at home and abroad and collecting the research results about statistics,thinking and learning advancement,this study decided to use solo classification evaluation model as the basis for the classification of learning advancement.On this basis,relying on the framework of "research and development of advanced learning assessment tools,taking primary school students’ statistical thinking as an example",the advanced dimensions of statistical thinking are determined as data cognition,data representation,data analysis and data modeling,and the advanced level of statistical thinking is determined as feature level,transition level,quantitative level and analysis level,And construct the advanced theoretical framework of statistical thinking.By combing the relevant requirements of statistical content in compulsory curriculum standard,referring to the content arrangement of PEP Textbooks,and referring to the relevant statistical part of international Pisa test questions and the summary of existing literature,this paper develops a test tool matching with the framework.In a middle school in Xinxiang City,Henan Province,450 students from two parallel classes in each of the four grades participated in the test.Through the analysis of the questionnaire survey results and interviews with teachers and students,the following conclusions are drawn: first,the advanced framework of statistical thinking learning designed and constructed in this study is reasonable and effective,which can clearly and accurately evaluate the development level of students’ statistical thinking;second,the development of statistical thinking in Grade6 and grade 7 is at the level of advanced learning,while that in Grade 8 and grade 9 is at the level of analysis;third,Students’ poor grasp of statistical knowledge affects the development of statistical thinking;The ability of obtaining descriptive information and the ability of analyzing and expressing subjective questions need to be improved;In the teaching of statistical thinking,calculation is more important than understanding;fourth,Students’ statistical thinking consciousness,data variation and data modeling development level is low.Therefore,four teaching suggestions are put forward: first,to cultivate students’ statistical awareness and improve the interest of the classroom;Secondly,we should grasp the critical period of the development of statistical thinking and implement statistical teaching;Thirdly,change the classroom teaching mode and grasp the calculation and understanding;Finally,build the knowledge network of students,strengthen the training of analysis ability and modeling ability.更多还原