The Research On "Behavior Chain " Feature Of Quality Statistics Lessons In Junior Middle School

It is well known that statistics teaching is an important way to develop students' statistical literacy.However,in view of its teaching and research status,how to develop students' statistical literacy in teaching still needs to be studied in depth.The mathematics class is the main site for developing students' mathematical literacy.The teaching behavior in the class is the key to help students acquire knowledge ? skills and develop their literacy;The quality lesson is one in which both the teacher's teaching and the students' learning are of high quality.Thus,exploring the common teaching behavior features can help teachers elevate their teaching and then promote the development of students' mathematical literacy.In the literatures on "class teaching behaviors",I found that the CPCP model can be used to deconstruct the teaching process into static and specific behavior chains,which can be used as a paradigm for actual teaching.Therefore,this study uses the MCPCP model?MAXQDA software and video observation method to research "behavior chain" features of the quality statistics classes.This study in order to provide a reference for the design and implementation of statistics content teaching in junior middle school.The study is divided into three questions:(1)What are the quality statistics lessons in junior middle school?(2)What is the CPCP model for analyzing the features of mathematics class,the MCPCP model?(3)What are the features of the " behavior chain" in quality statistics lessons?Main works:Firstly,on the basis of defining the meaning of "quality lesson",I organized the framework of "quality of statistical activity setting and effect".Then,I used the framework to observe and rate each of the 24 lessons in the "One Teacher,One Excellent Lesson" platform,and identified the five highest scoring quality lessons as the subject of this study.Secondly,based on the video observation of 80 mathematics classes,I modified and adjusted the CPCP model to obtain the first version of the MCPCP model,then I interviewed 10 experts about the first version of the model and obtain the final version of the MCPCP model.Finally,under the framework of MCPCP model,I used MAXQDA software to process the videos of the screened quality lessons and analyze the characteristics of the "teaching behavior chain" of the quality lessons.The study found that: Firstly,the statistics quality lessons are mostly based on "problem-based thinking" and "problem-based communication" behavior chain.The structure of the "problem-based thinking" behavior chain is: teacher drive? thinking activity? class communication? teacher evaluation and feedback? student/teacher induction and expansion;the structure of the "problem-based communication" teaching behavior chain is: teacher drive? class communication? teacher evaluation and feedback? student/teacher induction and expansion.Secondly,the common feature of the "behavior chain" of the quality statistics lesson examples is that teachers set corresponding "behavior pairs" in the whole mathematical tasks.And with the help of problems to guide students' thinking or communication,students can experience the whole process of "collecting data,organizing data,analyzing data and making inferences",and thus develop students' statistical literacy.Research Implications: Firstly,teacher can select and design "problem-based thinking" ? "problem-based communication" teaching behavior chains,and add appropriate behavior pairs to design mathematical tasks for matching teaching content and students' actual situation.Secondly,in the process of statistics teaching,teacher should play the role of "off-site facilitators" to help students feel first-hand in the statistical process of "collecting data,organizing data,analyzing data,and making inferences" and develop students' statistical literacy.