Research On The Connection Of Statistical Teaching In Junior And Senior High Schools

The series of problems of mathematical cohesion in junior and senior high schools have been concerned by mathematics educators and front-line teachers.According to the current literature,more studies are made on the cohesion of mathematics in the whole junior and senior high school from the aspects of teachers' teaching,students' learning and textbook arrangement and organization,and some studies have been carried out on the teaching cohesion of single modules and knowledge points in junior and senior high schools,while few studies have been conducted on the statistical teaching cohesion in junior and senior high schools.As one of the four main lines of the basic education curriculum,probability statistics runs through the entire education process of elementary,junior high school and high school,and unfolds gradually in the form of a trunk and branches,presenting the coherence and logical consistency of the knowledge content.Then,how to do a good job in junior high school and high school statistical teaching connection is a realistic problem worth thinking about for teachers as teaching organizers and guides.As a new generation about to enter the teaching profession,pre-service teachers,after learning relevant teaching theories and knowledge,are also worthy of attention on their attitudes towards the connection of statistical teaching in junior and senior high schools,their knowledge reserves and existing problems.Therefore,this paper will start with empirical research,through the form of questionnaire survey to understand the pre-service teachers' attitude towards the connection of statistical teaching in junior and senior high schools and their knowledge reserve.It is concluded that:(1)almost all pre-service teachers think it is necessary to establish statistical teaching connection in junior and senior high schools,and they should understand statistical knowledge in junior high schools when preparing lessons.(2)almost all pre-service teachers have a slight understanding of the contents of probability statistics in the curriculum standards of junior and senior high schools,about half of which have a relatively good understanding,and their understanding of senior high school is better than that of junior high school.(3)about half of the pre-service teachers have a disordered memory in the knowledge structure of junior and senior high school statistics.(4)The reserve of pre-service teachers in statistical thinking methods needs to be improved.(5)most pre-service teachers do not agree with the view that only church calculation is needed in statistical teaching(6)most of the pre-service teachers can at least start with an in-depth clue and even think from the level of abstract thinking about statistical teaching in junior and senior high schools,but few of them think from a high point of view.At the same time,individual interviews were conducted with senior high school teachers to understand the in-service teachers' treatment and views on the connection of statistical teaching in junior and senior high schools.It is concluded that both the two in-service teachers think it is necessary to establish cohesion,but in the elaboration of the problem,the first in-service teacher has a deeper understanding of teaching and statistics and can analyze from a higher point of view,which is related to his concern about mathematical education research and his frequent thinking about teaching.Then from the perspective of how to do a good job in the statistical teaching of junior and senior high school teachers put forward relevant suggestions:(1)carefully study the curriculum standards of junior and senior high school,and make clear the starting point and objectives;(2)carefully study junior and senior high school textbooks,analyze differences and connections,and grasp the key points;(3)with the help of chapter introduction,natural connection of junior and senior high school statistics;(4)change the teaching concept and choose the appropriate teaching method;(5)reflect and summarize,and cultivate the core quality of data analysis.