Practice Study On Probability In Senior High School

"Probability" is used to measure the possibility of the occurrence of random events. It belongs to "uncertain mathematics". It comes from people’s daily life and has much practicality. In the high-school teaching of "probability", out of the determinant mathematical thinking, students will inevitably encounter some problems in their studies. For instance, they haven’t a clear understanding of the concept of "probability"; they haven’t a flexible way of learning; they can’t grasp the randomness of things etc... In the same way, teachers also haven’t a clear understanding of some basic concepts; they do not have various methods of teaching; and they pay too much attention to numeration etc... As "probability" is an indispensable part of high-school mathematics, it is worth studying.1. Introduction. In this part, the background、significance and the previous studies of this research will be discussed in detail. It summarizes students’misconceptions in the previous studies, both home and abroad, trying to find out the reasons and the corresponding teaching methods. Finally it will point out the originality and the specific content of this research, which will be carried out mainly from two aspects:students’ cognition and teaching practice.2. An analysis of the New Curriculum Standard high-school teaching materials of "probability". It will be carried out from the following aspects:the arrangement of the knowledge of "probability" in the teaching materials and the understanding of three concepts related to "probability":frequency definition、classical probability and geometric probability.3. A survey and analysis of the current situation of high-school learning of "probability". Emphasis will be laid mainly on the misconceptions of first-year high-school students, who have not yet learned systematically about "probability" and of second-year high-school students, who have already learned systematically about "probability". And then the misconceptions of the two groups of students will be compared to see whether there are any differences.4. Some principles the high-school teaching of "probability" should follow. Based on the characteristics of "probability" and students’ misconceptions in learning "probability", some principles of teaching "probability" will be provided.5. Case studies of high-school teaching of "probability". By employing the teaching principles of last chapter, it will have an analysis of the teaching of "probability" of a random event.6. Conclusion. Corresponding suggestions will be given based on the findings of Chapters 3 and 4, and the shortcomings and prospects of this study will be discussed briefly.