Research On Common Myths And Transformation Strategies Of Junior High School Students' Probability Learning Based On CTCL Paradigm

Since the 1980s,probability teaching has sprung up all over the world.Many countries began to introduce the preliminary knowledge of statistics and probability into primary and secondary schools as part of the basic mathematical knowledge.Compared with the foreign education,China started relatively late.In 2001,the curriculum standard proposed to introduce the relative knowledge of probability statistics into primary and secondary education.In China's traditional culture,Tianji'horse racing story starts the game theory,and there is a shadow of probability behind it.The idiom "absolutely safe" means "have an absolute assurance" is a kind of understanding of "small probability event".Probability is closely related to our daily life,but more research is needed on the teaching and learning of probability.Many theories show that students are not blank sheets of paper when they learn new knowledge,but use their existing knowledge and experience to assimilate new knowledge.Some of them can help learners understand new knowledge more easily,but there are also some misconceptions that will have great effect on the new knowledge when the learner learn something,or combine with new knowledge to form new misconceptions.CTCL research paradiam is a paradigm of educational technology research,,which integrates technology,content,and learners to improve the learning experience.Hence my study under CTCL paradigm,taking the probability learning of junior high school as an example,and the misconceptions as the starting point,analyse the reason from textbooks,teachers and students three aspects,and according to the reasons combined with technology,the corresponding strategies are proposed.the research focuses on the following issues:1.What misconceptions do junior high school students have in probability learning?2.What are the causes of these misconceptions in junior high school students?3.How to transform these misconceptions of junior high school students?First of all,In order to determine the research methods and ideas of this paper,the existing literature was analyzed to understand the previous research on the concept of probability misconceptions.Secondly,according to the previous research results and the existing questionnaire for reference,four classes of students in a junior high school in Xi'an were selected as samples for questionnaire survey,including two classes in grade one and two classes in grade two.SPSS software was used to test the average score difference between the two grades of the questionnaire,NVivo qualitative analysis software was used to analyze the reasons of the questionnaire,and sort out and make statistics of the tested misconceptions.The main misconcepts of the test are:(1)wrong understanding of the definition of frequency probability;(2)stubborn prediction result method and representative method;(3)high frequency use of simple compound approach;The causes of the formation of the misconcepts are mainly analyzed from three aspects:textbooks by Beijing Normal University Press,teachers and students.The arrangement system of teaching materials is not reasonable,which is mainly reflected in the connection of teaching contents between primary school and junior high school,uneven distribution of exercises and insufficient use of historical value of probability;teachers pay less attention to probability content,which is mainly reflected in the insufficient understanding of probability teaching connection between elementary school and junior high school,and the compression of probability teaching content under the pressure of examination;students are lack of thinking,mainly based on what teachers teach,and are tired of exploration.Under the influence of cognitive inertia,students are more accustomed to causal relationship,deterministic mathematical knowledge and thinking model,and the lack of probability thinking is one of the reasons.The conversion of probability misconceptions starts from the macroscopical"prevention" and the targeted teaching design,the "prevention" is also carried out from the teaching materials,teachers and students.In terms of textbook arrangement,some contents of j unior high school should be properly compressed,exercises after class should be reasonably distributed,and the value of probability history should be brought into play.In terms of teachers,they should have a deep understanding of the development and connection of probability teaching,technical support and reasonable distribution of probability teaching time.Students should dare to question and explore actively.Part of the content of the targeted teaching design is combined with technology to help students understand the probability and transform their existing misconcepts with the help of technology.