A Multi-dimensional Comparative Analysis Of Undergraduate Courses Of Statistics In Domestic And Foreign Universities

The curriculum of statistics major is the foundation of the development and construction of statistics major.However,the undergraduate teaching of statistics in China is trapped by class hours.The mainstream model is still based on classroom theory teaching.Teaching content related to big data processing and analysis is relatively lacking;And It is unable to adapt to the concepts of industry-university-research cooperation and collaborative innovation.Based on this,this article uses web crawler technology,text mining,k-means algorithm,and artificial neural network classification algorithm to establish an information database for undergraduate courses in statistics at home and abroad.This article uses curriculum structure consistency measurement,high-frequency curriculum content chord diagram visualization,curriculum structure feature clustering,kw rank sum test,variance analysis,and crosscorrelation analysis to conduct empirical analysis from two perspectives: regional perspective and university perspective.The main conclusions are:(1)Statistics majors at home and abroad are mainly distributed in China,the United States,the United Kingdom,France,Russia,Canada,and South Korea.(2)Economic statistics are mainly distributed in China and Europe.The course structure of "Statistical Methods-Economics-Mathematics-Computer" is more common;China is keen on offering traditional economics courses,while foreign countries pay more attention to business theory and computer course.(3)Statistics(science)are mainly distributed in China and North America,and the curriculum structure of "Statistical Methods-MathematicsComputer" is more common;Compared with foreign countries,China has fewer courses such as computer foundation,statistical software application,database principle,etc.(4)The curriculum structure of economic statistics and biological statistics in China has distinctive characteristics.The curriculum structure of applied statistics and statistics(science)are very similar.The characteristics of applied statistics are reflected in the courses.(5)The proportion of basic courses in statistics majors in China is too high,the proportion of specialized courses is insufficient,and the quality of the courses is not high.Almost all high-frequency courses are traditional courses and lack of emerging courses such as machine learning.(6)Different types of schools have homogeneity in curriculum setting and lack school characteristics.In response to the above conclusions,this article puts forward suggestions for optimization of the curriculum structure of statistics in our country.It is recommended to strengthen the cross attributes of the majors,increase the professional training of complex data processing,and enhance the school characteristics.