Investigation And Research On The Data Questioning Level Of Junior High School Students

The "Compulsory Education Mathematics Curriculum Standards(2011)Experimental Draft" promulgated in 2001 proposed statistical concepts,described the questioning of data in the statistical concepts,and it is pointed out that reasonable doubts should be made on the source of the data,the method of processing the data,and the conclusions derived from it.Highlights the important position of data questioning.In today's "big data" era,it is self-evident to raise the ability of questioning of junior high school students' data.Foreign researchers attach great importance to the statistical element of "data questioning" and have conducted relatively rich research,but there is a lack of comprehensive and systematic research on data questioning in China.Therefore,a comprehensive study of the data development level of junior high school students is of great significance.First of all,this article uses qualitative research methods,summarizes the components of data questioning,and formulates a general evaluation framework for the development level of data questioning for junior high school students.After collecting literature,analyzing textbooks and consulting front-line teaching staff,on the basis of the meaning of data analysis in "Compulsory Education Mathematics Curriculum Standard(2011 Edition)" and the statistical concepts and data questioning narrative in "Compulsory Education Mathematics Curriculum Standard(2011)Experimental Draft",a questionnaire was compiled to question the development level of junior high school students.Secondly,the questionnaire method was used to test 224 students from a key junior high school in Changchun City.We used the SPSS 23.0 statistical software to conduct statistical analysis on the results of the questionnaire.From this,the characteristics of the junior high school students' data questioning the level of development were obtained.The specific conclusions are as follows:1.Evaluation framework for data questioning of junior high school studentsThis article divides the content dimensions of junior high school students' data questioning into five aspects: questioning the collected data,questioning the collation of data,questioning the description of the data,questioning the analysis of the data,and questioning the randomness of the data.Finally,based on the SOLO classification and evaluation theory,we developed an evaluation framework for data questioning of junior high school students2.The overall level of data questioning of junior high school studentsThe data of junior high school students question the overall low level.At the same time,the study found that junior high school students questioned the collection of data,collated data,and questioned the description of the data were basically at the same level,while junior high school students questioned the analysis of data and questioned the randomness of the data basically at the same level.And relatively speaking,the performance of the first three dimensions is better than the performance of the latter two dimensions.3.The development characteristics of junior high school students' data questioningThe data of junior high school students questioned the significant correlation between the levels of adjacent content dimensions.There is no significant difference in the overall data questioning level of male and female students,but there are significant differences in the data questioning level of male and female students in different content dimensions.Girls have higher levels of doubts about data collection and descriptions of data than boys,while boys have higher levels of doubts about analyzing data and questioning the randomness of data than girls.Therefore,this article summarizes the main problems and influencing factors in the data questioning of junior high school students,and puts forward some suggestions on this basis.Teachers can improve the teaching strategies of statistics and probability,promote students' experience in data analysis activities,adopt discovery-based teaching methods,respect students' dominant position,develop students' awareness and ability to the data questioning,and guide students to conduct in-depth and multi-dimensional mathematical thinking.At the same time,pay attention to the evaluation of the data questioning.Pay attention to the gender development characteristics of the data questioning and promote the coordinated and comprehensive development of boys and girls.