| With the advent of the "big data era",data analysis literacy has gradually become one of the indispensable important literacy of citizens in today's society,and "General High School Mathematics Curriculum Standards(2017 Edition)" lists data analysis literacy as the core of six mathematical disciplines One of literacy shows its important status.How to promote high school students' data analysis literacy and improve the teaching of probability and statistics courses has become one of the hot topics in the field of mathematics education.Courses based on the theory of project-based learning provide a new perspective.Few existing literatures discuss the development of project-based curriculum and core literacy in mathematics.Therefore,this study focuses on the cultivation and investigation of data analysis literacy of high school students based on project-based learning,explores the impact of project-based learning courses on data analysis literacy of high school students,and proposes teaching strategies for cultivating students' data analysis literacy.Specifically,it includes the following three questions:(1)What are the characteristics of the project-based learning curriculum aimed at cultivating the data analysis literacy of high school students?(2)How does project-based learning affect the data analysis literacy of high school students?On the one hand,this study combines the self-learning characteristics of high school students and relies on the project-based learning theory to design and implement a probabilistic statistical project-based learning course,and evaluates and feedbacks the course.On the other hand,this research is based on the review of the literature,extracts the main dimensions of data analysis literacy,develops an evaluation framework,compiles test questions and applies them to the investigation and research of data analysis literacy of freshman students,and finally analyzes the statistical correlation of the survey results..Based on the results of the project-based curriculum research and data analysis literacy survey research results,the study can draw the following conclusions:(1)The probabilistic statistics project-based learning course designed to cultivate the freshman's data analysis literacy has the following characteristics: relatively broad knowledge coverage,group inquiry,rich results forms,and a combination of multiple evaluation methods;(2)High school students have a certain level of data analysis literacy,their overall level is in the middle-low level,and their ability to characterize data is weak;(3)Probability statistics project-based learning courses can better promote the more basic abilities in data analysis literacy,including data collection,collation,and analysis;(4)In terms of non-cognitive factors,the Probability and Statistics Project-based Learning Course has a positive impact on high school students in terms of emotion,attitude,and interest in mathematical learning.Based on the above conclusions,this study proposes three enlightenments on teaching strategies for high school probability statistics teaching and how to train high school students' data analysis literacy:(1)Routine teaching that values the content of probability statistics;(2)The appropriate introduction of probability statistics Study lessons;(3)Select exercises for multiple problem situations. |
