Research On High School Mathematics Teaching Design Aiming At The Cultivation Of Data Analysis Literacy

Today,the rapid development of science and technology has brought huge amounts of data to people.There is no doubt that mankind has entered the era of"big data" that does not deal with data all the time.In the face of scattered data,how to organize and collect valuable information has become an urgent problem to be solved.Continuously improving their own data analysis capabilities has become very important for every citizen.In keeping with the development of the times,the Ministry of Education of my country clearly put forward the concept of data analysis literacy in the "General High School Mathematics Curriculum Standards(2017 Edition)" issued in 2017,and regards it as one of the six core literacy of mathematics disciplines.Classroom teaching as the main position for the formation of students' literacy.To truly implement the task of cultivating students' data analysis literacy and achieve the goal of cultivating high school students' data analysis literacy,it is necessary to coordinate teaching activities,especially through effective mathematics teaching design.Ensure the promotion of data analysis literacy in high school students through classroom teaching.It is also based on this,this article will focus on the research of high school mathematics teaching design that points to the cultivation of data analysis literacy.In the early stage of the study,the author discovered through classroom observations and conversations with front-line teachers that the students' perception and analysis of data was relatively weak.Therefore,by referring to the data and collating relevant literature at home and abroad,the relevant concepts of data analysis literacy were defined and based on the "General The division of data analysis literacy in the High School Mathematics Curriculum Standards(2017 Edition),after discussion,revision,and preparation of a "high school student data analysis literacy level test paper" with good reliability and validity,was carried out on the data analysis literacy of high school students.Quiz survey,after the test is completed,use SPSS20.0 to analyze the test results,analyze the main reasons for the existence of data qualities and meet the standards and put forward preliminary teaching suggestions.The current top priority is to integrate data analysis literacy into classroom teaching and truly implement the cultivation of mathematics core literacy.So how should classroom teaching be designed?Based on the above survey and analysis,the author conducted a case analysis of high-quality teaching videos based on the cultivation of data analysis literacy through the "National Education Resources Public Service Platform" to construct a high school mathematics teaching design framework that points to the cultivation of data analysis literacy,and passed the content based on the framework The analysis method analyzes,revises and discusses the problems in the current instructional design,and finally puts forward suggestions for improvement.Through research,the author found that the key problems faced by the high school mathematics teaching design directed to data analysis literacy are:teachers directly design teaching,lack of analysis of textbooks,academic conditions and goals;teachers directly give data,lack of letting students experience collecting And the process of collating data;teachers present problems directly,neglecting to allow students to discover problems and raise problems independently;teachers' summary focuses on knowledge content and ignores other aspects of three-dimensional goals;assignments are limited to knowledge skills and lack of thinking methods.According to the existing problems,the author puts forward the following targeted improvement suggestions:teachers should realize the necessity of early analysis of the teaching by fully preparing the lesson;let the students go through the whole process and improve the consciousness of collecting and collating data;make the students develop independent thinking Habits,strive to cultivate students'awareness of problems;students' summary should closely follow the teaching goals and realize the importance of mathematical thinking methods;teachers should focus on setting open exercises,penetrating the stratification of exercises and assignments.Combining the above research conclusions and combining the provisions of the data analysis literacy in the "General High School Mathematics Curriculum Standards(2017 Edition)",the author believes that the design of high school mathematics teaching for data analysis literacy should pay attention to the following three aspects:(1)teaching is not just teachers Teaching,student practice,and more importantly,give play to the initiative of students.Allow students to participate in and experience the entire process of the activity,collect data,collate data,and discover,explore,question,and innovate independently.(2)Teaching not only learns knowledge,but also pays attention to the penetration of mathematical thinking methods and the cultivation of mathematical thinking ability.In the teaching process,teachers should be clear that knowledge cannot be taught,what should be taught to students is thinking,methods,and the cultivation of data analysis literacy should be emphasized.(3)Mathematics is not limited to solving mathematical problems,but to solve life problems with mathematical knowledge,to understand the necessity of learning mathematics,to understand the importance of statistical thinking for decision-making,to learn mathematics is a responsibility of every citizen.