Study On The Learning Characteristic Characterization And Cognitive Level Of The Concept Of “Sample” Of Children Graded 4-6

Sinece 1980 s, statistical knowledge began to catch more attention in Western countries. In the United States, New Zealand and other countries, curriculum standards they reformed pay more emphasis on students’ knowledge of statistics and statistical capacity. At the same time, psychologists and educators in some Western countries are also beginning a series of educational researchs about statistics. In China, since the 20 th century have experienced many times curriculum reform, and requires of knowledge of statistics are constantly changing in primary mathematics curriculum reform. Since 1950, primary school began learn simple knowledge on statistical until grade mathematics syllabus in 1992, graded 3-4 began to learn the core concepts of statistics. curriculum standards(trial version) in 2011 added a core concept in statistics. Nowadays,there are more and more curriculum requirements on statistical knowledge at the primary stage,mathematics education on statistics courses in the country is increasingly important.Although statistical mathematics curriculum into the domestic and not a long time, but the pace of statistics course reform has been accelerated ahead, However, scholars at home and abroad done little research related to educational, Which caused the passive situation that educational research was not keep up with the curriculum reformation. But in the existing educational research found that elementary school students learn a second segment already has a certain "sample sampling" thinking and "sample" as one of the core concepts of statistics, the role in people’s lives can not be ignored, people often need to use the "sample" thinking to address and solve real-life problems.Therefore, we took the second segment students on the "sample" cognitive level of knowledge as a research topic, get on the experimental study systematically. The main specific objectives are: Firstly, according to previous designed "sample" learning path, students in the actual learning process, what are the main problems? Secondly, different learning stages(four- six grade) and different grades of the same stage students what level they will achieve? Thirdly, the different learning stages(four- sixgrade) and different grades of students in the same stage, what learning featurer they perform? Fourthly, whether the "sample" of the knowledge in this section is suitable for teaching? To study and collect student results and data in three stages of learning, the main research results obtained by several commonly used methods of investigation:(1)The previous designed "Sample" learning path,in a certain extent, is in line with the students’ learning, but in the actual learning process, some problems still exist. Learning path ignoring guide students in the sample survey, first to identify factors extracted samples, which led to the majority of students in the quiz type Ⅲ’s performance is not very good;(2)Different stages of learning- cognitive level(four sixth grade) and the same stage between different grades of students is different, but in three learning styles, students ’sample’ cognitive level of knowledge is constantly upgrading;(3)Different learning stages(four- sixth grade) and the same stage of the different grades of students have different learning characteristics, Mainly reflected in the attitude towards learning and age characteristics and thinking;(4) "Samples" section of this knowledge is suit for the fifth and sixth grade teaching. Students can learn through three stages, reach a higher cognitive level, construct "sample" of knowledge context.