Research On The Development Status Of Statistical Thinking Level And Teaching Strategy

In this thesis takes the M3ST statistical thinking framework as the theoretical basis,investigated the statistical thinking of high school students,and determines the development level of the questionnaire.According to the answers of the questionnaire,to determine the reasons for students' thinking level at this level,the main research:1.The development level of statistical thinking of senior high school students;2.Problems occurring when teachers will improve the statistical thinking level of high school students;3.Teaching strategies to improve the statistical thinking level of high school students,and how to apply these teaching strategies to practical teaching.Through the analysis of the survey results,most students' overall statistical thinking level is in the transition level and quantitative level,description data and organizational data are in the quantitative level,characterization data is in the quantitative analysis level,and analysis and interpretation data is in the transition quantification level.When students learn statistical knowledge,there are problems such as insufficient mastery of statistical knowledge,inability to establish statistical knowledge,and low ability to extract information and expression ability in the process of solving problems.For students in the process of learning problems,frontline teachers to interview,in the interview process,found that some teachers have the importance of statistical thinking is not high,classroom activity is not deep,statistical software rarely appears in the classroom and teaching activities,it is difficult to cultivate students ' statistical thinking after class,in order to understand how to cultivate students' statistical thinking in practical teaching,in the real-time classroom observation.In view of the problems of teachers and students,the targeted teaching strategies are put forward accordingly.Teachers can use fine processing strategy and cognitive conflict teaching strategy to deepen students ' memory of statistical knowledge,can use intuitive teaching strategy and comparative teaching strategy to help students to establish the correlation between statistical knowledge,can use exploratory teaching strategy and permeability teaching strategy to improve students' ability to extract information and expression ability.Finally,these teaching strategies are integrated into the actual teaching design.According to the above research,teachers provide three teaching suggestions: to design the problem of participation and improve students ' language expression ability to cultivate students ' statistical thinking;the second is to help students to form knowledge network and use the computer to cultivate students ' interest in learning statistics and raise the importance to statistical knowledge learning.