Research On Teaching Design Of Data Analysis Concept Cultivating Of Primary Students

Today is the era of big data.In this era,data has a close relationship with everyone's life.There are various kinds of data around us,we need to select effective data from the huge and complex data to analyze,so as to provide the basis for the decision-making of production and life.In the Mathematics curriculum standard in compulsory education of 2011,it is clear that ten abilities of primary and secondary school students should be developed,including the data analysis concept.Under such background and the requirement of Mathematics curriculum standard,it is very important to think about how to cultivate the data analysis concept of the newest group of youngsters.In primary school,“statistics and probability” undertakes the main task in training the data analysis concept of student,but,what students learn from this plate is some simple and stiff date calculation methods,such teaching can not really achieve the curriculum goal of cultivating students' data analysis concept.So it is an urgent core problem to cultivate students' concept of data analysis.At the same time,teaching design is the bridge between the elements of teaching.Therefore,this paper takes“statistics and probability” of primary school as an example to explore how to optimize teaching design,in order to better cultivate the primary school students' data analysis concept.The main purpose of this paper is to explore how to start with teaching design to achieve the goal of better cultivating the primary school students' data analysis concept.Specifically,this paper focuses on the following three issues: First,what is the connotation of the concept of data analysis in primary school students? What is the value? Second,taking the “statistics and probability” as an example,what is the present situation of teaching design to cultivate the primary school students' data analysis concept? What are the problems? What are the reasons for these problems? Third,how to develop teaching design to cultivate the primary school students' data analysis concept? What are the links? What are the strategies?This paper focuses on "data analysis concept" and "statistics and probability" to search literature,in order to determine the direction and focus of this paper,and to determine the theoretical basis of teaching design;then,it states the connotation and value of cultivating the primary school students' data analysis concept.Through interviews with six teachers and analysis of two teaching design cases,finds out the problems existing in the teaching design of "statistics and probability",and finds out the reasons behind the problems.last,this paper puts forward the links and Strategies of teaching design,and carries on two examples of teaching design,in order to optimize the teaching design.The following conclusions are drawn in this paper:First,the teaching design of "statistics and probability" should be directed by the data analysis concept."statistics and probability" is one of the four teaching contents of primary school mathematics.In terms of cultivating the ability of primary school students,the main task of "statistics and probability" is to cultivate the concept of data analysis of students.Therefore,teachers should pay attention to how to realize the important goal of cultivating the concept of data analysis in teaching design.Teaching design is a bridge between the elements of teaching,which connects the curriculum standard and classroom teaching,and connects teaching materials and classroom teaching,so the teaching design is one of the important links in the whole teaching process.To cultivate and improve the students' data analysis concept,the teaching design of "statistics and probability" should be directed by the data analysis concept.Second,the problems existing in the teaching design of data analysis concept cultivating of primary students.Through interviews with six teachers and analysis of two teaching design cases,I find that there are four problems in the teaching design of "statistics and probability".Firstly,teachers' understanding of data analysis concept is not clear;secondly,teachers' awareness of curriculum standard is not strong when the preliminary analysis and teaching objectives are established;thirdly,teachers do not pay attention to cultivate "randomness of data" of students;fourthly,teachers do not pay attention to the design of teaching evaluation.Third,The causes of the problems in the teaching design of data analysis concept cultivating of primary students?Based on the problems in the teaching design of the primary school students' data analysis concept cultivating summarized in the investigation,I analyze the main reasons of the problems from five aspects.Firstly,teachers lack systematic learning of data analysis concept;secondly,teachers have weak awareness of cultivating students' data analysis concept;thirdly,teachers' secondary development ability of textbook is insufficient;fourthly,teachers' understanding of teaching design needs to be improved;fifthly,the potential influence of traditional test oriented education concept.Fourth,the strategies of the teaching design of data analysis concept cultivating of primary students.In order to solve the problems of the teaching design of data analysis concept cultivating of primary students,I put forward three strategies.Firstly,making clear the teaching goal directed by the data analysis concept,in other words,it is necessary to establish the awareness of curriculum standards,in order to deepen the connotation and theoretical understanding of the data analysis concept,and it is necessary to strengthen the awareness of teaching objectives,in order to make the the data analysis concept cultivating throughout the teaching design.Secondly,designing activities in and out of class that meet the reality of students,in other words,teachers should create a real activity situation,give students the opportunity to experience the whole process of data analysis,and enhance the richness of activities with the help of teaching media.Thirdly,paying attention to the integrity of teaching design,in other words,teachers should predict the possible level of data analysis concept,design effective classroom exercises and after-school exercises as also.At the end of this paper,the shortcomings of this research and the corresponding research prospects are proposed,in order to provide reference for the future research on the data analysis concept.