The New Junior High School Mathematics Course "statistics" Some Misconceptions And Measures

statistical probability has become an important content in primary and secondary schools'math curriculum, Therefore, in teaching and learning activities, the statistical probability of teaching knowledge and practices of a math teacher have had a direct impact on the probability of the effect of teaching.In this paper, first from the characteristics and the history of the development approach of probability statistics, the history and current status of probability statistics teaching in our country. There is the creation of a detailed introduction of the new "standard" of statistical concepts, the junior high school statistics manifestations of the concept, as well as the educational value of probability statistics. And it uses the results of the questionnaire analysis the teacher's knowledge of teaching probability statistics errors, survey and analysis the countermeasures to be taken by teachers and be teaching in the actual test and to be used under the new curriculum students measured before and after a test score. The first part is the first chapter, and mainly expounds on the proposal of the question. The second part of the thesis is chapter II and chapter III. Respectively, it introduces the specific part of the teaching of statistical errors and the findings of the countermeasures by the teachers, actually it is that the teachers attach importance to a complicated calculation, neglect and dilute the understanding, setting up and application of statistical probability model, as result of the model deficiencies, students only can calculate and should not make decisions using the data. Teachers which focus on lecture-type teaching let students use accepted learning, neglect discovering and rectify the error awareness of the students in inherent experience of life at the statistical probability, and nor let the students set up the probability of a correct intuition. The teachers prefer to give students more review exercises and practice questions rather than do experiments and not let them actively participate in the experiment. Teachers just tell students the results of the experiment, not using the computer-kind or limited information technology teaching resources to do the experiment or simulate experiment, which ignore to let the students experience a complete statistical process, and lead to the error of simple composite method and predict the outcome of the method although they learn the relevant statistical knowledge. There are some teaching errors such as New Curriculum unfamiliar, lacking of professional statistical knowledge and lacking of curriculum resource development. Students are made to remember mechanical formula, only one-sided test score of Probability Statistics for the end part of the evaluation, neglecting the evaluation of statistical sense, statistical concepts, the probability of intuition in the process of teaching, not allowing students to generate strong interest in studying at this part of the knowledge. After the teachers know their own teaching errors, to overcome the error they adopt the inquiry teaching, laboratory activities in teaching, to enable students to experience the process of data collection, collation, description, analysis, and to set up statistical knowledge of the basic model, the teachers should strengthen the learning training, the study research of New Curriculum, the preparation, and use the case study to guide study and implement the objectives of teaching. According to the local characteristics, fully exploit the local curriculum resources which are easily accepted and interested by students, and let students clear that the math is from living and service for living, enhance student interest in learning. Through such measures, compare at two parallel experimental, also carried out using one of the countermeasures to be taken after the comparison of teaching classes with other classes not participating in the experiment of the comparative analysis of the experimental point of view of the above to respond to. The third part of this article is a summary of this study and teaching of recommendations, and put forward the corresponding proposal to math teachers, schools and education department director, which hope that it is useful to the future probability statistics of classroom teaching in middle school.