The Investigation Of Grade Ten Students' Cognitive Levels In Probability

With the entering of probability to the high school curriculum, the related research of probability also becoming increasingly urgent,only really understand the current situation of students' learning probability, can more effectively to carry out in the teaching work. This study refer to a large amount of literature and on the basis of serious thinking, forming a framework for the analysis of grade ten students in the theoretical probability of cognitive levels, using test investigation and case interviews to understand the method of combining the probability of cognitive status of students.On the basis of the description statistics, based on SOLO taxonomy analysis of probability and the cognitive characteristics of grade ten students,and the probability of grade ten students cognitive differences. Through the investigation and analysis,giving the main following conclusions:(1)Overall, the grade ten students' cognition of probability in the upper level, this study samples pass the number accounts for 73% of the total, indicating the probability of a large part of the student's cognitive level has reached the "curriculum standards" requirement.(2)Specifically, grade ten students to the history of mathematics in probability and mathematical culture as well as the master of the computer simulation test is very bad, the college entrance examination does not involve to teachers and students is the main reason to neglect; The grade ten students to the event judge, classical probability model generally have a high level of cognition, opportunity can not be quantified, the possibility of cognitive biases and simply composite method are common mistakes;The grade ten students on the frequency definition, geometric probability model have a low level of cognitive, students have a lot of misunderstandings on the relationship between the probability and frequency, and subjective method the prediction method are common mistakes.Based on the probability cognitive status quo of grade ten students, giving the following advice:(1)Deepening teachers' understanding about probability content specific objectives in "curriculum standards", overall grasping probability teachingrequirement in "curriculum standards";(2)Describing the history of probability and probability cultural knowledge and improving students' interest in learning probability;(3)Focusing on the students' cognitive characteristics, reforming the probability teaching strategies;(4)Paying attention to the concept' explaining,handling error correction teaching;(5)Increasing hands-on experiments and computer simulations;(6)Understanding the overall probability knowledge, constructing the knowledge of probability' overall framework;(7)Clarifying the probability of students cognitive confusions, so that the student set up the correct cognition of probability;(8)Teachers should encourage students to find problems and solve them timely, paying attention to review and consolidate.