A Survey On Mathematical Higher-order Thinking Ability In The Teaching Of Probability And Statistics In Senior High School

With the rapid development of society,various new educational theories and practices have emerged one after another,and society has also put forward higher requirements for talents.Comrade Xi Jinping said,China’s next goal is to build a learning society with lifelong learning for all.This requires us not only to have the ability to remember,understand,and apply concepts,but also to have the ability to deeply apply,analyze,evaluate and create advanced concepts,which are the concrete manifestations of higher-order thinking ability.At the same time,since the 21 st century,China has gradually begun to pay attention to statistics and probability and incorporate them into high school mathematics teaching,but compared with Western countries,the development of statistics and probability in China is still imperfect and started late.At present,in the actual teaching in schools,most of teachers adopt the lecture method of indoctrination,and students memorize concepts and formulas by rote,lacking the link of independent exploration of knowledge,which is not conducive to the development of students’ logical thinking and innovative ability.Therefore,it is necessary to study students’ higher-order thinking skills and their cultivation strategies in statistics and probability in high school.This study adopts the literature research method,questionnaire survey method and interview method,takes high school students as the survey object,takes higher-order thinking ability in the field of statistics and probability as the research content,and proposes teaching strategies which points to the cultivation of higher-order thinking ability based on the survey results,combined with Bloom’s classification of educational goals,constructivist learning theory,higher-order learning theory,and recent development area theory,and based on this,relevant teaching cases are designed.The specific research contents are as follows.Firstly,the research background of this study is explained from the four aspects of social development,teaching reform,the development of students’ core literacy and the need for statistics and probability teaching.On this basis,the research objectives of this study are determined by combing the research status of higher-order thinking ability at home and abroad and the current situation of statistics and probability teaching in high schools in China.Based on the taxonomy of Bloom’s educational goals,combined with the current situation of statistics and probability teaching in China,the higher-order thinking ability is divided into application ability,analytical ability,evaluation ability and creative ability.Secondly,according to the division of higher-order thinking ability in this study,a questionnaire is compiled to survey students and teachers respectively.Data processing is carried out through SPSS software,and it is found that students’ higher-order thinking ability in the field of statistics and probability is generally at a medium level.The development of indicators at each level is ranked as mathematical application ability > mathematical analysis ability >mathematical evaluation ability > mathematical creative ability.Meanwhile,when analyzed from both gender and grade perspectives,the higher-order thinking skills of seniors are higher than those of juniors,and the higher-order thinking skills of boys are higher than those of girls,but there is no significant difference overall.Combined with the survey results and students’ observations and daily interactions,the causes of the above phenomena are analyzed.Thirdly,in response to the above situation and its causes,the teaching strategies aimed at the cultivation of higher-order thinking skills is proposed: improve the awareness of cultivation and provide development possibilities;infiltrate mathematical ideas and create development pathways;create learning contexts and development environments;improve evaluation methods and highlight development awareness.On this basis,the probability and statistics part of the content is selected to design teaching cases and analyzed.Finally,the research conclusions are sorted out and the shortcomings in the research are analyzed.