An Experimental Study On Data Analysis Literacy Of Senior High School Students

The Ministry of Education has condensed the core accomplishment of mathematics in the ordinary Senior Middle School Mathematics Curriculum Standard(2017 Edition),including mathematical abstraction,logical reasoning,mathematical modeling,visual imagination,mathematical operations and data analysis,which can be seen that "data analysis" literacy is an integral part of it.With the rapid development of information technology,we have entered the Age of Big Data,so in order to respond to the requirements of the times,it is imperative to cultivate students’ data analysis literacy.Statistics is the best carrier to cultivate high school students’ data analysis literacy.The present situation of students’ data analysis literacy and teachers’ teaching in senior high school are investigated in this paper through questionnaire.On the basis of this,combining with the relevant theoretical knowledge,the countermeasures to cultivate the data analysis literacy of senior high school students are put forward,and a teaching experiment to verify the effectiveness of the countermeasures is also designed.The results show that: on the one hand,although high school students can generally choose the appropriate sampling method and have a strong ability to get conclusions through statistical results,they can not make better use of statistical charts to visualize the data and need to improve their ability of expressing their ideas by using charts.Especially,accurately establishing a statistical model to solve the problem,and inferring the data by using statistical methods are relatively weak.On the other hand,because of being influenced by traditional teaching evaluation,teachers generally choose the teaching method of indoctrination intending to increase the "gold content" of each class,and at the same time,consolidate the students’ understanding of knowledge through repeated practice.As a result,students do not fully experience the whole process of statistical activities,and it is difficult for them to deeply understand the thinking methods of statistics,which is not conducive to the cultivation of data analysis literacy.Based on theoretical knowledge and investigation results,this paper puts forward several strategies to cultivate high school students’ dataanalysis literacy: Setting students’ data analysis literacy into the teaching objects and refining it into the teaching;designing specific cases as the carrier of statistical activities;using students existing knowledge and activity experience as the growing point of new knowledge;building logical links of questions series to promote students to think actively;breaking away from the formal teaching in order to make students fully experience the whole process of statistical activities;properly using imformation technology to break through the teaching bottleneck.Applying the above strategies to the teaching experiments,the results show that the strategies for cultivating students’ data analysis literacy are effective to a certain extent,which mainly embodies in the following aspects: students’ participation in the class is high;their test results are good after the class;students perform well in the six processes of data analysis.