Research On The Status Quo Of Data Analysis Of Junior High School Student

In the " Mathematics Curriculum Standards for Compulsory Education(2011Edition)"(hereinafter referred to as " Curriculum Standards"),it is also clearly stated that "data analysis concept" is one of the 10 core concepts.As a teacher,what is the level of development of students' data analysis concepts? What are the problems with students' data analysis concepts? Is the teaching method used by teachers in cultivating students' data analysis concepts appropriate? With the answers to these questions,it can help us better reflect on our own teaching,and we can propose strategies for the teaching of data analysis content.Firstly,through the literature study,based on the existing research to determine the dimensions,level and reason of the data analysis concept.According to this,this paper compiled a test paper for the development of junior high school students' data analysis concept,and tested 732 junior high school students in K city.Through the analysis of the data,the status quo of the development level of the data analysis concept of junior high school students is obtained,and the grade differences and gender differences are compared.Secondly,using textbook text analysis,teacher interviews,student questionnaires and other methods to explore the factors affecting the concept of data analysis of junior high school students,and put forward strategies and suggestions for the development of textbooks,teachers' teaching methods,and students' learning styles.The conclusions are as follows:First,the status quo of the development level of junior high school students' data analysis concepts:(1)The overall situation: in the "awareness and perception of data"(hereinafter referred to as "dimension 1")to achieve the curriculum requirements,in the "awareness of data analysis methods" And the sentiment"(hereinafter referred to as "Dimension 2")did not meet the requirements of the curriculum standard,and did not meet the requirements of the curriculum standard in the "Awareness and Sensibility of Randomness of Realistic Phenomena"(hereinafter referred to as"Dimension 3").Meet the requirements of the course.(2)Grades of each grade: 1Dimension 1: The seventh grade students did not meet the requirements of thecurriculum.Nearly half of the students in the eighth and ninth grades did not meet the requirements of the curriculum;2 Dimensions 2: Students in the seventh and eighth grades did not reach the class.The requirements of the standard,the ninth grade students meet the requirements of the curriculum;3 dimensions three: three grades of students have not met the requirements of the curriculum.(3)There are differences in different grades: in dimension 1,the seventh grade is significantly lower than the other two grades;on dimension two,the level of growth with grades is gradually increased;on dimension three,the three grades are relatively low.(4)There is no significant difference between different genders.Second,the findings and recommendations of the factors affecting the development level of junior high school students' data analysis concepts:(1)The presentation of textbook data analysis content: there are missing or missing introductions,examples or corresponding to the highest level in all three dimensions.Exercise.Textbook development recommendations: supplement the parts that correspond to the highest levels of each dimension.(2)Teaching aspect of teacher data analysis content: Most teachers do not supplement the lack of or missing textbooks;teachers' induction and guidance of data analysis methods are not in place;teachers' correction of data analysis operations is not good.Teachers' teaching strategy suggestion: attach importance to the rational use of textbooks,do not follow the textbook;attach importance to the induction and guidance of student data analysis methods;pay attention to the correction of student data analysis operations.