Primary School Mathematics "statistics And Probability" Teaching And Learning Consistency Study

The statistics and probability are an important parr of Full-Time Compulsory Education Mathematical Curriculum Standard (revised draft) in 2011,which has been change largly.The essential reason why we research is that teachers and students are strange to this part.The research of the coincidence between teaching and learning of The statistics and probability can help teachers to grasp the knowledge and promote the activities effectively.What’s more,it can promote students’ the Concept of Data Analysis.Therefore,the research has practicial significance.Only by being based on accurate understanding of the requirements, combining with the teaching practice, can we reach the targets of knowledge skill, mathematical consideration, problems settlement and emotional attitude.This study is based on the "statistics and probability" teaching practice, and has taken three types of teachers as observing objects. The author has analyzed their four lessons with the combination of quantified and qualified methods as well as literature review and observation approaches to discuss the problem of coincidence between teaching and learning.Firstly the author has adopted the "Potter-Smithson Dimensional Model", taking the theme and cognition analytic frameworks if it as tools to analyze the coincidence between curriculum standard and practical teaching. The coincidence between the mastery of the curriculum standard and that of the textbook of the four teachers will be the focus. Secondly, by the class observation, the author will discuss the coincidence between teacher’s teaching and students’learning, with the tools of "knowledge point enhancing times observation form", "teacher’s asking and students’responding in class analytic form" and "mathematical teaching and learning cognition level observation form". Lastly, the author has examined the common faults to analyze the coincidence between teaching and learning and its impact on students’ learning.By the comparison, the author finds the following points:(1) the coincidence level between teaching objective and curricular standard is not high, which directly affects students’ learning of knowledge, also constitutes the major reason of students’ faults; (2) the the necessity of keeping coincidence between curricular standard and textbook and the cognitive requirements is confirmed, but the necessity of coincidence between students’ and teacher’s behavior is not confirmed; (3) the instructive style, mode of teachers need to coincide with students’ cognitive level; (4) the coincidence between teacher’s asking mode and students’responding mode is not necessary.