Teaching Research On "Statistics And Probability" In The Second Stage Of Primary School Mathematics

The data analysis ability of primary school students is mainly achieved through the requirements of "statistics and probability".In 2011,"Compulsory Education Mathematics Curriculum Standards" strengthened the training requirements for students' data analysis ability,and pointed out that the data analysis concept became the ten core concepts of the new curriculum standard.However,the current teaching of "Statistics and Probability" in the second stage of elementary school is far from being able to cope with this training need.The reason is that teachers lack the design and implementation abilities that target students' data analysis ability.Related research is also inadequate.There are more comparative studies on the content of teaching materials and less research on the teaching of "statistics and probability".Therefore,the teaching research of "Statistics and Probability" in the second elementary school of students,which is directed by students' data analysis ability,is helpful to solve these practical problems.This research aims at the problems existing in the teaching of "Statistics and Probability" in the second stage of elementary school that is currently directed at data analysis capabilities,and aims to achieve the goal of constructing a "statistics and probability" teaching strategy.This research is based on the theory of mathematical reality of Dutch mathematician Freidenthal and the theory of cognitive development stage of Swiss psychologist Piaget.The theory believes that the task of teachers is to help cognitive characteristics from specific operations to form Students in the transitional phase of computing construct appropriate mathematical realities so that they can fit in with the new knowledge they want to learn.This research studies the current situation and teaching strategies of "Statistics and Probability" in the second elementary school of the elementary school pointed by the data analysis ability through literature analysis,questionnaire survey,teacher interview,classroom observation,etc.,and explains the data analysis of the second elementary school Demand for ability formation;Demonstrate the teaching status of "Statistics and Probability" in the second stage of elementary school mathematics directed by the ability of data analysis;describe the actual state and analyze the cause of the problem,and propose a solution with the problem Targeted teaching strategies.In order to verify the effectiveness and suitability of the strategy,this researcher conducted a confirmatory analysis in conjunction with specific cases,and finally put forward implementation suggestions from teachers,students,and education departments.Specific steps,opinions and conclusions are included in the following six aspects:First,it summarizes the demands of students,teachers,disciplines,and teaching methods for the data analysis ability of the second elementary school.The study found that students 'strong demands for the ability to collect,collate,and explain the formation of data;teachers' demands are reflected in how to achieve teaching that does not separate “statistics” and “probability”;primary school mathematics disciplines have strengthened students Have the consciousness of collecting data information and the requirements of the development of basic ability of data analysis;how the teaching method appeals can help teachers present the teaching content more abundantly and efficiently.The second is to demonstrate the proper status of the "statistics and probability" teaching pointed by the data analysis ability of the second elementary school.It is advocated that teachers should pay more attention to statistics and lighter calculations,students should learn more actively,the teaching content should be more practical,and the teaching methods should be more flexible and diverse.The teaching process should give full play to the students' subjective consciousness,with the guidance of teachers,school supervision and the help of parents,from preparation to evaluation and other aspects to achieve the desired desired effect.The third is through the questionnaire survey of teachers and students,combined with classroom cases,to analyze the actual state of "statistics and probability" in the second stage of primary school mathematics pointed to by the ability of data analysis.This study found that there are problems such as insufficient theoretical knowledge of teachers and insufficient understanding of data analysis ability in the teaching process,and conducted internal and external factors analysis.It is believed that the difference between the theoretical training of teachers and teaching practice is the main reason.The fourth is to construct two types of teaching strategies: teaching elements and teaching processes.The teaching element strategy puts forward ideas around teachers,students,content and means,such as advocacy: teachers should be familiar with the new curriculum standards,correctly grasp the teaching goals of "statistics and probability",and correctly understand the connotation of mathematical analysis ability;students should Give full play to the subjectivity of learning and enhance students' awareness of the connection between mathematics and life;improve the arrangement order of textbook content,increase the teaching content of statistics,and strengthen the penetration of the "comparison" method;teaching methods should be rich and diverse to help improve Teaching efficiency.Teaching process strategies put forward proposals from the preparation,implementation,evaluation and reflection stages of teachers,such as advocacy: teachers in the preparation stage should fully understand the ability of data analysis;add lesson preparation methods and enrich the teaching design of "statistics and probability".Teachers at the implementation stage should choose appropriate data analysis methods;use life situations in a smart way,take students as the main body,experience the data analysis process,and pay attention to the expression of students' data analysis language.Teachers in the evaluation stage should improve multiple evaluations and promote the development of students 'data analysis capabilities;innovate evaluation methods and inspection systems,and pay attention to students' experience in data analysis activities.Teachers at the reflection stage should strengthen the development of data analysis activities resources and pay attention to students' reflection on the true experience of the data analysis process.Fifth,the rationality and feasibility of the constructed strategy are verified through cases,and it is concluded that the element strategy is more focused on the coordination of the role of each teaching element in the process of teaching implementation,and the conclusion that the process strategy is more suitable for the entire teaching process.Sixth,it puts forward teaching suggestions for effective use of strategies.This researcher advocates that teachers should change traditional teaching concepts,pay attention to the training of students' critical thinking and continue to strengthen the theoretical learning related to data analysis ability;students should connect with the reality of life,give full play to the enthusiasm and initiative of learning,and realize the data analysis ability.Interdisciplinary development;the education department should improve the age structure of the teacher group,increase the proportion of "statistics and probability" in the examination,and strengthen the update and development of the teaching resources of "statistics and probability".