Junior Secondary Level, The Probability Of Teaching Problem Analysis And Strategy Research

Probability involves to the square of our social activities. Probability and Statistics are getting an unprecedented value in Mathematics Curriculum Standard all over the world. It's several decades from Probability became an independent academics to it enters the primary and junior school course broadly with its development. This kind of speed is how Algebra, Geometry contents can't compare to. Based on"Full-time Compulsory education Mathematics Curriculum standard"(experimental draft) published in 2001, new teaching materials were published and tried out continuously, however ,pushing forward fast results in passive situation that Educational research can not keep up with the step of course reform .The paper contains four sections. In the first part, the author illustrates the purpose of writing this paper, related internal and international study and investigating methods adopted in this paper. Secondly ,through analysising probability knowledge of teaching material ,the author suggests: Teaching of classical and experimental probability should combine together with each other. We should strengthen mutual contact of"Probability and Statistics". Mathematics culture and probability history should be taken into teaching. Using experiment and the computer stimulation experiment will help students to understand probability knowledge. We should strengthen mutual contact between probability and other contents. The author announces personal viewpoint and suggestions about how to use teaching material. Thirdly, through analysising student's probability cognition, the author suggests: students should formate probability thought and method , let student associate probability to solve actual problems . In the last section, through studying teachers'knowledge of probability teaching storage and thought understanding, we could detect that Two mistakes, simple compound approach and outcome approach, which commonly observed among students existed among the teachers. The research results could be concluded that teachers inclined to explain the meaning of probability by the angle of theory. Half part of school teachers explained the meaning of probability by the angle of experiment, while the others explained it by theory. Teachers calculated probability rarely by designing simulations to estimate probability by relative frequency. As responses to the belief of probability is useless, there were three different ways among teachers. The experiment and the student's probability target,thought,understanding for teacher aren't enough value. The writer suggests: The teacher should strengthen probability knowledge.Lastly, the thesis summarized the general conclusions of the study again. Further more, some suggestions to teachers, schools and department of educational management were put forward to.