Analysis On Teaching Connection Of “Statistics And Probability” Between Primary School And Junior Middle School

With the extensive application of new curriculum standards and new textbooks,the relationship between mathematics teaching in primary school and junior middle school is becoming closer and closer.The teaching connection between the two has become one of the hot topics in the research on education and teaching in primary schools and junior middle schools.As an important part of maths curriculum in primary schools and middle schools,the content of “statistics and probability” has important practical significance and needs.Taking the section of “statistics and probability” in mathematics textbooks published by People’s Education Press for primary schools and junior middle schools as an example,the author conducted teaching connection design based on the analysis of problems existing in the connection of mathematics teaching between primary and junior middle school and junior middle school students’ physical and mental development,cognitive structure and learning rules,with a view to exploring strategies to deal with teaching connection and providing some references for the teaching connection of “statistics and probability” between primary school and junior middle school.Firstly,a questionnaire survey on students in Grade 1 of Shantou S Middle School was conducted to explore the problems encountered by students in connecting the learning of “statistics and probability” in primary school and junior middle school,and the corresponding reasons were analyzed.Then,teachers were interviewed to figure out and analyze the problems arising from the teaching connection of “statistics and probability” and the reasons.Secondly,teaching experiments in two parallel classes in Grade 1 were carried out with respect to the above-mentioned problems and reasons by taking the chapter Collection,Organization and Description of Data as an example.In this study,connection strategies were integrated into the teaching of experimental class,while the traditional teaching mode was implemented in the control class.After completing the teaching of a unit,a test was organized to check the knowledge mastery of students in the two classes.Results show that the teaching effect of the experimental class is better than that of the control class.Finally,some teaching connection strategies were put forward on this basis.From the perspective of students’ learning,it is suggested that teachers should urge students to develop good learning habits,guide them to adjust their learning methods and ways of thinking,improve their learning methods and help them build confidence in learning maths.From the perspective of teachers’ teaching,it is advocated that teachers should develop the awareness of teaching connection,pay attention to the connection of teaching preparation,attach importance to the connection of thinking ability,strengthen the connection of teaching methods and lay emphasis on the connection of learning evaluation.From the perspective of teaching material content,it is suggested that teachers should master the distribution of statistics and probability knowledge in the basic education stage and analyze the differences and connections between teaching materials in different stages.