Teaching Research On Cultivating Data Analysis Literacy Driven By Problem

In recent years,with the wide application of artificial intelligence and the Internet,human beings have entered the era of big data.This social development also puts forward new requirements for people's ability to extract and apply information.As one of the six literacy of mathematics core literacy,data analysis literacy,as the embodiment of people's ability to extract and apply information,how to implement it in high school statistical teaching,deserves attention and research.This paper attempts to explore the teaching strategies of data analysis literacy through problem-driven teaching.Firstly,through the literature research method,the core literacy of data analysis and the related research of "problem-driven" teaching are combed,the concept of data analysis literacy is defined,and the framework of data analysis literacy level is established.Then through the teacher interview and the student examination paper pre-test,investigated the teacher teaching present situation and the student before receiving the high school statistics study data analysis level.Then,based on the investigation results and the theory of"problem-driven ",the experimental class and the control class are set up in the second grade of senior high school,the teaching of statistical content in senior high school is carried out,and the teaching strategy of data analysis literacy is explored in the experiment.After the statistical teaching,through the student interview and the examination paper post-test,from the test data and the student subjective description two angles,tests the "problem-driven" teaching to the data analysis accomplishment implementation influence.Finally,based on the theory and experimental process,the teaching strategy of mathematics statistics teaching in senior high school is put forward.It is found that problem-driven teaching has the following advantages compared with single traditional teaching:(1)data consciousness dimension:training students to put forward statistical research problems and design plan level;(2)data collection dimension;putting forward more complete data collection scheme in practical problems;(3)data collation and analysis dimension:understanding of statistical charts and information mining.There is no obvious difference between the two teaching methods in the implementation of the dimension of data interpretation.In view of the research results,the following teaching strategies are put forward in order to carry out data analysis literacy:(1)teachers should strive to improve their own data analysis literacy;(2)design problems and create situations in teaching,and carry out cooperative inquiry;(3)provide students with opportunities for extracurricular practical activities;(4)use information technology and statistical software reasonably.