Research On The Design Of Junior High School Statistics And Probability Teaching From The Perspective Of Basic Mathematical Activities

With China's focus on core literacy and deepening of curriculum reform,new educational ideas and teaching methods have attracted people's attention and practice."Compulsory education mathematics curriculum standard(2011 Edition)" included the basic experience of mathematics in the "four bases" for the first time,reflecting its status and importance in the general goal.On the other hand,statistics and probability knowledge are widely used in today's society,and their basic knowledge has become a basic common sense for citizens.This requires schools to strengthen statistics and probability teaching,so that primary and secondary school students have relevant knowledge and ability.How to carry out teaching design in the perspective of basic mathematical activities to promote the effective development of junior high school statistics and probability teaching,so that students can better obtain experience and experience,and need further exploration.From the perspective of basic mathematical activities,this paper investigates the preliminary analysis of the preliminary statistics and probability teaching design in junior middle school,the implementation of teaching objectives,teaching process,and teaching evaluation,as well as the status of students' learning statistics and probability knowledge,and finds that the main problems are as follows:(1)teachers rarely analyze teaching.The requirements for the accumulation of experience in activities can not deeply excavate the experience basis of the students' activities;(2)there is no accurate description of the goal of "mathematical activity experience" in teaching objectives;(3)not to properly adjust the order of presentation and teaching difficulties according to the level of experience;(4)lack of formative assessment of the process of student activity;(5)students realize the importance of mathematical activities,but do not accumulate the awareness of mathematical activity experience.Based on the lack of basic mathematics activity experience in junior high school statistics and probability teaching,and the inherent needs of students' accumulation of activity experience,this paper tries to put forward the basic activities of mathematics from the four aspects of the early analysis,the design of teaching objectives,the design of teaching process and the design of teaching evaluation from the perspective of the accumulation of experience in the subject.The general process of statistics andprobability teaching design in junior high school is based on the perspective of experience,so that students can accumulate experience and experience better in statistics and probability learning.The specific process is as follows: first,through the previous analysis,macro grasp the requirements of the content of the teaching material for the accumulation of students' experience,to comb out the basic knowledge skills and experience basis of the students;second,in the teaching objectives,clearly pointed out what the students need to achieve the accumulation of experience;third,according to the teaching objectives.According to the requirement of experience accumulation,the new teaching course is classified and three classes of teaching process are designed for different experience classes: the original experience teaching process design is generated,the teaching process design of regenerative and re recognized experience is generated,and the teaching process design of the general experience is generated;fourth,the experience is obtained on the basis of each student.Different levels are used to evaluate students' activity process.Finally,according to the proposed design process,two specific statistics and probability teaching design cases and analysis are given,which can combine theory with practice,and further prove the practicality of teaching design research under the basic experience of mathematics,and hope to provide some reference for the teaching of experience teaching for the first-line teachers.