The Research On The Situation Of Geometry Prbability Learning In Probability Theory Of Senior High School

Geometric Probability Model is the content of 3.3.1 belonging to Chapter Three in Ordinary High School Curriculum Standard Experiment Textbook Math Book 3(PEP B) and it is the newly added content in 2003 high school mathematics curriculum standards. And it is the second kind of equal-possibility model following the classical probability and plays a very important role in high probability theory. The application of geometric probability model fully reflects the close relationship between real life and the probability, which is important and meaningful to learn the probability theory. However, because the concept of geometric probability model is abstract, students will inevitably encounter various difficulties in the process of learning geometric probability model. In order to find out the problems and causes that senior high school students encounter in the process of learning geometric probability model and work out appropriate solutions, the author puts forward the subject of the Research on Geometry Probability Learning in Probability Theory of Senior High School.This thesis has abundant theoretical basis. Under the guidance of constructivism theory and metacognitive theory, the author strives to make each strategy well-founded combining her personal teaching experience with the existing literature materials. This thesis uses research methods of literature review, questionnaire survey, observation and interviews, which ensure the diversity of data acquisition channels and make the conclusion more accurate to reflect the facts.Based on the theories, the author designs questionnaires for the empirical research. The author conducts a survey on students of Senior 1 in No.2 Senior High School of Shangshui through questionnaires to find out the situation of learning the geometric probability model. The author finds that there are some problems in students’ learning geometric probability model through data analysis, such as, the objective factors including teachers’ education methods, the intensity of test measures, education motivation, teacher-student relationship, family environment, etc, the subjective factors including the negative transfer of probability in junior high school, the influence of classical probability in senior high school, the lack of symbolic-graphic combination because of students’ insufficient thinking level, computing capacity needing to be strengthened inadequate knowledge reserve, insufficient metacognitive level leading to learning difficulties, learning attitude, learning habits, improper attribution, etc.In this thesis, the author puts forward strategies combining the characteristics of geometric probability, constructivism theory, metacognitive theory and her own practical teaching, such as, improving education methods, adjusting the intensity of test measures, defining education aims, cultivating teacher-student relationship, improving the quality of family education, overcoming the influence of the negative transfer and classical probability model, developing students’ ideology of symbolic-graphic combination, developing and improving computing power, improving students’ metacognitive level, emphasizing the training of basic knowledge, fostering the correct mathematical learning concept, developing good learning habits and guiding students to play the main role.This thesis also has its own innovations. Unlike the past one-sided perspective of “students’ poor learning because of teachers’ bad teaching”, the author finds out the causes of learning difficulties in geometric probability model from some aspects and proposes pertinent strategies; the author adds to a large number of instances and personal teaching plans during the analysis process to increase the reference value and practical value of this thesis; the survey content is specific to a particular method of a subject and it is highly targeted to hit the wrong target accurately. Finally, it is easy to suit the remedy to the case.