Investigation And Research On The Development Level Of Data Ana Lysis Concept Of Junior Middle School Students

In the context of the big data age,the knowledge of statistics and probability is more and more widely used in all walks of life.It has become a basic skill to have certain statistical probability concepts and related courses have received more attention.Therefore,teachers can better teach only when they understand the current level of development of students.This study focuses on this main line to discuss and study.In the "Compulsory Education Mathematics Class Standards(2011 Edition)",the“statistical concept”was renamed“data analysis concept”,which clarified that the essence of statistics is the analysis of data.And the concept of data analysis as one of the ten core concepts,we can see its importance.Based on consulting relevant literature,students in Grade 8 and Grade 9 are taken as the respondents of surveys.The primarily purpose is to analyze students'concept of data analysis after studying the chapter“Statistics and Probability”.Main research methods include document analysis,questionnaire survey and interview.Professor Tong Li and others were selected to evaluate the concept of data analysis.The framework was divided into three dimensions including consciousness and perception of data,data processing methods and randomness.Based on questionnaire surveys,SPSS18.0 is used to conduct descriptive statistics on total scores of 306 students' concepts about data analysis,who study in A Middle School in Tianjin.Variation analysis on grades and genders is also conducted.Then,four teachers and six students are interviewed,in order to obtain the following conclusions:(1)The overall level of middle school students' concept on data analysis is relatively low.(2)Middle school students have certain awareness of data application.(3)Middle school students' selection methods of analysis are unitary.Their awareness of random reality is not intense.(4)Genders don't indicate significant differences in terms of data analysis concepts.As for the above practical situations,two classes teaching design is also implemented.On this basis,four teaching suggestions were proposed:(1)appropriate increase of statistics and probability of class hours(2)Teachers need to play an educational wit to stimulate the internal motivation of students' learning.(3)Let students learn to dig up the hidden information behind the data(4)Focus on cultivating students' divergent thinking and practical ability.