A Study Of The Level Of Consistency Between The Teaching Implementation Of "Statistics" In Junior High Schools And The Curriculum Standards

The curriculum standards are not only the foundation for the compilation,but also the foundation teaching implementation and evaluation of teaching materials in China,and they are the expected course of talent training.Teaching implementation is the process of teachers to guide students to learn the curriculum according to the standards,that is,the implementation of the curriculum.The implementation course includes both the teacher's perception of the standard,the perceived curriculum,and the teacher implements the perceived curriculum to guide the operation of the students to learn,namely the operation course.After a series of ups and downs,the development of statistical curriculum content and students' statistical thinking has gradually received attention.However,are the implementation objectives in statistical teaching consistent with the expected objectives in the curriculum standards? It is worth the attention of education and teaching workers.By reading some of the literature findings,in the study of curriculum consistency,the studied curriculum elements are mostly concentrated in the static texts such as curriculum standards and academic evaluation,while there are few dynamic course elements such as teaching.Therefore,this project takes "statistical" content as the carrier,takes "SEC" model and classroom observation method as the means,focusing on "The consistency level of teaching implementation and curriculum standards",in order to provide reference for statistical teaching or teaching research.The study of consistency level can be refined into two questions:(1)The consistency level between the perception curriculum and the curriculum standards?(2)The consistency level between the operation curriculum and the curriculum standards?For question(1)"The consistency level between the perception curriculum and the curriculum standards?",mainly using the text analysis method and the questionnaire survey method.Firstly,the "SEC" model was modified from the "content subject" and "cognitive level" dimensions according to the curriculum standards;Secondly,the questionnaire investigated the "statistical curriculum objectives" perceived by 104 junior high school mathematics teachers in Chongqing;Then,the consistency index is calculated through the model encoding;Finally,one-way ANOVA and descriptive were used to analyze the level of consistency between perceptual curriculum and curriculum standards.For question(2)" The consistency level between the operation curriculum and the curriculum standards?",mainly using the classroom observation method.On the basis of perceptual curriculum and curriculum standards consistency research,choose consistency level is very good eight teachers operation course as observation object,to "teaching behavior,student learning effect" as the observation point,observe the course objectives,judge the consistency index according to the achievement rate,and get the consistency of operation course and curriculum standards.Comprehensive "consistency index" in the two studies,respectively from the "content theme" and "cognitive level",combined with research results of Fulmer and others,divide the scope of "consistency level",and judge "teaching implementation and curriculum standards consistency level",and for the poor content,teacher interview,analyze the reasons,in order to get some statistical teaching implementation,solve the consistency level of poor research.The study found that: First,from the perspective of the statistical course content,the teaching implementation of the "statistical chart" theme and the curriculum standards are good,and the consistency level of the "statistical survey and data centralized trend" is general,while the consistency level of the "fluctuation degree of data" is poor.The reasons: some teachers don't care about the "curriculum standards";many teachers do not fully understand the knowledge of the "data fluctuation degree".Second,from the perspective of the cognitive level of statistical courses,the consistency level of "outcome goals" such as the know,understanding and mastery of statistical knowledge is good,while the consistency level of "process goals" such as undergoing,experience,feeling statistical process and thinking method is poor.The reason: teachers for "process goals" such as "statistical process","process goals" compared with "knowledge and skills" and other "results goals",it is more difficult to explore and design their teaching process.Research enlightenment: First,educational institutions or teaching and research offices should moderately explain "curriculum standards",so that grassroots teachers can understand the value and status of the standard,actively learn and implement teaching according to it;Second,for course content such as "the degree of fluctuation of data",which teachers do not grasp in place,relevant materials need to be used to make up for it;Third,on how to design and implement the "process goal",can strengthen the study and research of statistical quality courses.