The Study Of The Cognitive Level Of High School Students About Classical Probability Model

Probability is the study of random phenomenon and rules,it provide an important mode of thinking and problem-solving approach for people to understand the objective world.In production practice and daily life,we will encounter a lot of practical problems which need to use the classical probability models to solve.For example,Supermarket shopping sweepstakes,buy lottery number selection,we can use the Classical Probability Model to predict the probability of winning the size.In the context of the implementation of quality education and basic education reform,middle school mathematics curriculum standard set by the course,statistics and probability as the compulsory education stage mathematics curriculum of one of the four learning areas,becoming an important teaching content of middle school mathematics curriculum.In the high school mathematics curriculum standards(experimental),specifically asked the students will be combined with concrete examples,Learn some basic properties of probability and simple probability model,deepen the understanding of random phenomenon,to help students understand the characteristics of the Classical Probability Model through examples: experimental results of finiteness and each of experimental result has the same probability.Probability and statistics in our country from developing an independent subject to broad access to high school,have just a few decades time.Teaching Research on probability statistics has not been able to keep up with the pace of curriculum reform,domestic less relevant for the Classical Probability Model teaching literature,therefore,the probability of teaching middle school study has important significance.This study focuses on high school students' the Classical Probability Model level of cognitive,through two middle schools in Fujian Province,questionnaires,analyze the causes common error types of high school students in learning the Classical Probability Model and the resulting,and we use the SOLO classification theory for data analysis.We got the following conclusions:1.High school students in learning the Classical Probability Model indeed there are some of the conceptual understanding.We found the following errors: Concept definition of the Classical Probability Model was wrong,different outcomes of an experiment tend to be viewed as equally likely,determine the error request contains basic events,determine the sample space contains basic event number of errors,the Classical Probability Model confused and geometric model error,the Classical Probability Model confused and independent repeat test error.2.High school students cognitive level of the Classical Probability Model evaluation.Due to the limitations of the cognitive and feelings,Overall cognitive level of the Classical Probability Model most in Uni-structural level,only a few students are able to reach Multistructural level.So high school the Classical Probability Model overall cognitive level needs to be improved.3.Teachers' understanding of the uncertainty mathematics teaching needs to be strengthened.Because of probability and statistics into the high school mathematics curriculum late,not enough for the teaching and research.In the teaching of the Classical Probability Model,many teachers still adopt the teaching content is the same way of algebra and geometry teaching.According to the research conclusion,we give some reference for teachers of mathematics teaching Suggestions:1.Teachers should view and handle the student right on the concept of the Classical Probability Model was wrong;2.Teachers should pay attention to in teaching the Classical Probability Model,guide and promote students cognitive level of development;3.Teachers to strengthen the research of the Classical Probability Model teaching,change the traditional deterministic mathematics teaching,the idea;4.Classical Probability Model teaching should pay attention to the actual contact social practice and daily life;5.In the teaching of the Classical Probability Model using computer assisted instruction.