Research On The Current Situation And Countermeasures Of Probability And Statistics Teaching In The New Curriculum Reform

With the new curriculum reform carried out and the arrival of the new college entrance examination,the knowledge of probability and statistics is becoming more and more important.Probability and statistics have become one of the four main lines related to function,geometry,algebra and mathematical modeling activities.With the last batch of provinces and cities carrying out the new curriculum reform,they have begun to use new textbooks and taken the new college entrance examination since2018.In the process of new curriculum reform,probability and statistics have undergone certain changes,such as the changes in content,the changes in curriculum concepts.In order to better adapt to the new curriculum reform and develop appropriate teaching methods and strategies,it is necessary to study the new curriculum standard and new textbooks in detail,focusing on the changes in content and characteristics of the changes,and it is also essential to study and analyze the content of probability and statistics.In order to solve the problem which the teachers are faced with : how to teach after the implementation of the new textbooks,this essay investigates the problems that high school students have in probability and statistics,the level and cognition of high school teachers in probability and statistics by comparing the new and old textbooks and studying the new curriculum standards,this essay aims to do research on the following problems: what is the current situation of students’ learning and teachers’ teaching after the new curriculum reform? under this circumstance,how do students learn more effectively? How do teachers effectively carry out teaching strategies? In order to solve these problems,the author first studies the new curriculum standard and new teaching materials;and then finds the teaching content,teaching direction and teaching concept of the new course through the study of the new curriculum standards,and comparing the old and new textbooks based on the class hours,course content,teaching order and curriculum concept.Through the comparative study it can be found that the new textbooks have been simplified in content and slightly reduced class hours in order to highlight the concept of "fewer but better",and there are also many changes in the structural order in the new textbooks,the new textbooks pay more attention to the system and improvement of knowledge,and add more relevant content related to data analysis and mathematical modeling.In order to study high school students’ learning experience in probability and statistics,the author conducted a self-evaluation test and papers test on students’ learning by means of a questionnaire survey on students’ learning conditions of probability and statistics.it is found that the main motivation for students to learn probability and statistics is to cope with the college entrance examination,which is utilitarian.In terms of the students’ abilities of answering the questions about probability and statistics,they meet the requirements of the curriculum standard for the mastery of knowledge points,but there are still some deficiencies in the higher levels that the curriculum standard defines.Because of the great differences between the students,some students have difficulty in learning probability and statistics.In order to study the educational values of teachers after the new curriculum reform,relying on interviewing method,the author learned about the truth of three aspects:the self-evaluation of some teachers in probability and statistics,the overall understanding of the content of probability and statistics,the situation of how teachers learn about students’ learning situation.The author concludes that the teachers have a good grasp of the content of probability and statistics,and can teach according to the requirements of the new curriculum standard.and that the teachers have a better understanding of the students’ learning situation,there are also some differences between teachers,which are mainly determined by teaching experience,teaching methods and learning attitude,the author specifically points out the problems and shortcomings of teachers in the teaching of probability and statistics.Finally,according to the research results,this essay puts forward three suggestions on how to improve the efficiency of learning probability and statistics and nine strategies for teachers to carry out efficient teaching of probability and statistics from the perspective of new courses and textbooks according to students’ learning situation.