Investigation And Research On The Statistical Thinking Level Of Junior High School Students Under The Perspective Of SOLO Classification

With the advent of the information technology,statistical thinking has attracted more and more attention as an important way to cultivate the core literacy of mathematics."Compulsory Education Mathematics Curriculum Standards(2011Edition)" emphasizes the need to pay attention to the formation and development of data analysis concepts,and the core of data analysis is statistical thinking.In actual classroom teaching,the classroom effect of junior high school statistics teaching is not ideal.Therefore,understanding the statistical thinking level of junior high school students and analyzing the problems in classroom implementation has become a topic that needs to be studied urgently.This study uses the SOLO classification method to describe the trajectory of students' thinking development,and provides help for student learning,teacher teaching and classroom evaluation by studying its development level and characteristics.Based on domestic and foreign literature,this article selects three elementary middle schools of different levels in Huanggang City as the research objects,conducts student tests and teacher interviews,draws on Li Hongyun's statistical thinking framework,and compiles test papers from the three dimensions of statistical concepts,statistical judgments and statistical inferences.According to the SOLO classification method,each dimension is divided into five levels.The survey and research are conducted on the levels of student gender,school level,and mathematics performance to explore the status quo of the statistical thinking level of junior high school students in Huanggang City,and use software such as SPSS for descriptive,correlation and difference analysis.Through comprehensive analysis,it is found that the statistical thinking of junior high school students is mainly manifested in multiple structural levels,and the performance level of students' statistical concept dimension is higher than the statistical judgment dimension and statistical inference dimension.Through the analysis of differences,it is found that there is no difference in the statistical thinking level of junior high school students at the level of gender,and there are significant differences at the level of school and mathematics performance.Regression analysis shows that statistical thinking is positively correlated with each factor and the three dimensions of statistical thinking are also positively correlated.The results show that the main problems in the development of statistical thinking of junior high school students are: first,students have weak statistical judgment and statistical inference ability;second,students lack statistical thinking in the process of solving problems;third,some teachers need to improve their statistical literacy.As a result,relevant teaching suggestions are put forward.Firstly,teachers should strengthen the construction of statistical knowledge and strengthen students' statistical inference ability;secondly,they should stimulate students' interest and cultivate students' statistical awareness;pay attention to the stratification of evaluation and improve teachers' statistical literacy.The innovations of this study: First,apply the SOLO classification method to the evaluation of statistical thinking level in theory,in order to enrich the existing statistical thinking theories and improve the statistical thinking framework suitable for junior high school students in our city;second,in practice,based on The status quo of the statistical thinking level of junior high school students in Huanggang City and the teacher's training of students' statistical thinking,and suggestions for improving the statistical thinking level of junior high school students have played a certain role in promoting the current compulsory education curriculum reform.