A Study On Statistical Characteristics Of Classroom Activities In Primary School

Statistics is an important content in primary school mathematics curriculum in primaryschool，and it has an special position in primary mathematics teaching. Analysis of statisticalcharacteristics of primary school classroom teaching, has its realistic meaning and practicalvalue.In this study, the author take three cases of “Understanding of average"," Statistics" and"Fairness of games" which personally observed at the mathematics classroom teaching ofAffiliated primary school of D University as the main body, and take video resources of thesame content quality statistic classroom teaching case as the course of" heterogeneous"comparative objects, take " Mathematics curriculum standards" as the basis, mainly usingliterature method, classroom observation and comparative method, summarize the basiccharacteristics of our country primary school statistics teaching activities. Based on that,primary school statistic classroom teaching activity recommendations are carried out.Research shows that:1．To quantify the teaching behavior time of the collected class cases, statistics showsthat the case reflects the primary school classroom teaching with distinct statistical activityfeatures, which is correspond to" Mathematics curriculum standards" requirements.2. To quantify the questioning behavior categories, statistics shows that statisticalteaching activities is not only Performance for the explicit operational activities, but alsocontains implicit thinking activity, it need teachers to guide through timely inferencequestions.3. In the Individual cases, the development of statistical activities in primary schoolclassroom teaching, shoudstatistics teaching, statistical chart and statistical inference teachingand teaching practice and adopt special strategy, but there are some ome common lawsbetween each other.The activities of statistic diagram teaching need to be created a situation context through the individualmaking the group decision, to feel the necessary of statistics. The author will discuss and experience thevarious ways of investigation, to enrich the related statistics, to build the corresponding relation betweendata and diagrams by the real objects, to analyze the validity of data, and to cultivate the elementarystatistics sense and ability. It can be deduced that the statistics diagram teaching focus as much as possibleon getting the individual experience and ability of statistics.The activities of statistic quantity teaching need to be created a group comparison situation context,and to feel the necessary of building the statistic quantity. The author aims to get the experience of directoperation, to build the statistical meaning of statistic quantity, to definite the algorithm, and to build thecomputational procedure of statistic quantity. It can be deduced that the activities of statistic quantityteaching focus on feeling the characteristics of a set of data under the realistic background and building thestatistical meaning of statistic quantity.The activities of statistic inference teaching need to be created the situation context of priority decision,to feel the necessary of deducing by statistic inference teaching. The experiments are carried out byheterogeneous materials, and the probabilities are estimated proximate frequency. And try to give attentionto the large and small samples, to carry out various analyses and deducing, to develop inductive thoughts,and to feel the random phenomenon by the increasing data. It can be deduced that the activity center of thestatistic inference teaching is not only the collecting of data, but also the analyzing and deducing of data by the interactivity between the teachers and the students, or between the students.All in all, according to the examples in this thesis, it can be deduced that the idealistic condition of thestatistic subject teaching in primary school is prepared over activities, improving the activities in thesituation context, generating and gathering the data, personal experiencing the whole process of analyzingdata, grasping the direct experience from activities and inspiration from the data as to develop the notion ofdata analysis and stochastic sense.In conclusion, we consider statistical, primary school classroom teaching is the idealstate of classroom teaching of primary school statistics: regardless of the abstract concepts,skills, and experience learning, all embody the distinctive characteristics: activity to activityas the carrier, in the context of personal experience the whole process of the activity, obtainthe direct experience activities the data, something, to the development of the concept of dataanalysis and random concept.Six cases have certain representation, which can be confirmed, our primary schoolstatistic classroom teaching has made great progress, but still exists some problems urgentlyto be improved:First, the validity of activities in primary school classroom needs to be improved. On onehand, primary school statistics teaching should take the development of students’ concept ofdata analysis and random idea as the core goal, it should reduce the discipline nature ofactivities. On the other hand, primary school statistics teaching should not only emphasizeteaching activity features, but also stress the validity and effectiveness of the activities.Secondly, statistical quality of primary school mathematics teachers should be improvedthrough a variety of training. On one hand, it is necessary to posits the primary schoolstatistics teaching activities correctly, accurately grasp the activity of the underlying ofstatistical discipline connotation. On the other hand, it is necessary to enrich the statisticalknowledge for supplement in primary school mathematics teachers’, improve its statisticalliteracy, especially, to improve the teachers’ concept of data analysis and randomconsciousness.This study selected cases in primary school mathematics which has a goodrepresentative; the conclusions can provide certain references for primary school statisticalteaching...