Research On The Evaluation And Development Strategy Of "statistical Literacy" Of Junior High School Students

With the advent of the era of big data,the application of statistics and probability is more and more extensive.It can be considered that any place that needs to deal with a large number of data cannot leave statistics and probability.Therefore,in the United States,Europe and other western countries,the statistical literacy closely related to statistics and probability is regarded as a basic literacy of qualified social citizens in the era of big data.The research of statistical teaching and learning around "statistical literacy" has become a hot topic in current international mathematics education.The attitude to statistics and probability in the field of mathematics education in China is rather subtle.In history,it has been several times in and out of the curriculum system in the compulsory education stage.With the promulgation of the new curriculum standard for junior middle school mathematics in the compulsory education stage in 2001,statistics and probability are established as one of the four modules,which shows that the country pays more and more attention to "Statistics Education",but for historical reasons,the research on teaching and learning in this field The research is relatively few,and the level of research is not high.How to promote the development of students'statistical literacy through statistical teaching should become an important issue of concern to the educational community,which is also the practical concern of this study.This study adopts questionnaire,interview,case study,literature analysis and quasi experimental research.This paper analyzes the connotation and characteristics of statistical literacy from the relevant research literature at home and abroad,and gives the definition and constituent elements of statistical literacy from the perspective of development.Based on this,it constructs the framework of statistical literacy evaluation.Through questionnaire survey,classroom observation,interviews and other ways,it investigates the current situation of the statistical literacy level of junior middle school students in grade 7-9 of three middle schools in Guangxi,and discusses its relationship with the current situation On the basis of the relevant teaching influencing factors,the teaching strategies for the development of statistical literacy are preliminarily constructed and experimented.Through the research,the following conclusions are preliminarily drawn:1.The connotation and elements of statistical literacy.In this study,the connotation of junior high school students' statistical literacy is defined as:junior high school students can make use of their statistical experience and knowledge,have statistical awareness in statistical activities,make a reasonable explanation of statistical phenomena in combination with the problem situation,and make critical thinking on their statistical judgment,which is a comprehensive feature reflected in this process.Statistical literacy consists of statistical knowledge,statistical thinking and situational ability.2.The current situation of junior high school students' statistical literacy and the teaching influencing factors of its development.This study uses the improved Pisa questionnaire as a research tool of statistical literacy,through the survey of 560 junior high school students,the following conclusions are drawn after analysis:(1)junior high school students have a relatively good grasp of basic statistical knowledge and skills;(2)junior high school students need to improve their level of statistical thinking;(3)junior high school students have a low ability to solve all kinds of situational problems;(4)Statistical teaching experiment can effectively improve the level of students' statistical literacy.The results show that the statistical literacy of junior high school students is positively related to their statistical learning motivation,statistical self-efficacy,statistical self-concept and statistical learning strategies.Among them,statistical self-efficacy,statistical self-concept,statistical learning strategies and statistical literacy have significant positive correlation,while statistical learning anxiety and statistical literacy have significant negative correlation,and the influencing factors also have different correlation.Statistical learning anxiety has a negative correlation with all factors.Statistical learning motivation,statistical self-efficacy,statistical self-concept and statistical learning strategy have a positive correlation with each other.3.The preliminary construction and experiment of the teaching strategy of statistical literacy development.Teachers' teaching and students' learning are inseparable.According to the principle of learning and teaching,the discussion of statistical learning strategies can provide useful reference for teachers' statistical literacy teaching strategies.Based on the current situation of junior high school students'statistical literacy and the teaching influencing factors of its development,this paper initially constructs the teaching strategies of statistical literacy development from three dimensions of statistical knowledge,statistical thinking and situational ability.Through the teaching experiment of statistical literacy,it shows that the teaching strategy of statistical literacy development has a significant impact on the overall development of junior high school students' statistical literacy.The research puts forward suggestions for the overall development of statistical literacy in Statistical Teaching:(1)in classroom teaching,we should pay attention to let students experience the whole process of statistical activities;(2)we should pay attention to the cultivation of students' concept of statistical analysis;(3)we should further improve teachers' statistical literacy and strengthen the importance of statistical teaching;(4)we should use information technology reasonably to assist teaching.The innovation of this study is reflected in:(1)constructing the evaluation framework of statistical literacy.This paper analyzes the current situation and level of junior high school students' statistical literacy.(2)The teaching strategies for the development of junior high school students' statistical literacy are verified by teaching experiments.The shortcomings of this study are mainly:(1)Limitations of the selection of survey objects.Due to limited conditions,it is difficult for this study to strictly select randomly selected schools and subjects,but it will not affect the results of data analysis;(2)some items in the test questions may not be sufficiently rigorous in design,although they do not affect the results,But may make the quantization process a bit rough.