Design And Practice Of Junior High School Data Inquiry Learning Activities For Data Literacy Training

In the context of the rapid growth of the global data volume,people’s way of thinking has undergone tremendous changes,and data-driven has attracted more and more attention from all walks of life.Data literacy education aimed at improving data application capabilities has emerged around the world.In recent years,my country has accelerated the implementation of big data strategy,and data literacy education has also been put on the agenda.However,due to the late start and lack of experience in data literacy research in my country,the research mainly focuses on teachers,researchers and higher education stages,emphasizing specialized data literacy capabilities.There is less attention to the practice of data literacy education for middle school students.As the reserve army of future social development talents,middle school students will face a future social environment characterized by data-driven.Only with data literacy to adapt to the development of big data can they meet the requirements of social innovation and change.Based on this,this research focuses on the design and implementation of learning activities,hoping to improve the data literacy ability of junior high school students through data inquiry learning activities,in order to provide reference and reference for the current basic education stage to carry out data literacy education practice.This research comprehensively uses a variety of research methods such as literature analysis,experimental research,survey,interview,and work analysis,focusing on "what are the components of data literacy for middle school students and how to design learning activities aimed at cultivating data literacy for junior high school students",the effect of learning activities on the improvement of data literacy” to carry out research on three questions,mainly including five stages:(1)Literature research.Firstly,it analyzes the connotation and related concepts of data literacy;secondly,it analyzes the composition of data literacy capabilities and the research status of data literacy education practice at home and abroad.(2)Construction of data literacy capability framework and indicator system.On the basis of analyzing the connotation and characteristics of middle school students’ data literacy,taking "threedimensional goals" as the theoretical basis,the middle school students’ data literacy is divided into four dimensions,and based on the analysis of the existing data literacy ability indicators,the middle school students’ data literacy index system is designed.(3)Learning activity model design.Guided by the theory of inquiry-based learning activities,this paper analyzes the compatibility of data literacy training and inquiry-based learning,designs a data-inquiry-based learning activity model for data literacy cultivation,and clarifies the various links and ability development directions of data-inquiry-based learning activities.(4)Design of learning activities.Combined with the requirements of data literacy ability,the teaching content is selected,and a series of data inquiry learning activity cases are designed.(5)Activity implementation and effect test.The research selects the second grade students of a middle school in W city as the research object,and conducts a teaching experiment for 24 hours in the experimental class,without any intervention in the control class,and collects the quantitative and qualitative data in the experiment for processing and analysis to verify the learning activities.Effectiveness in improving student data literacy.The research conclusions mainly include five aspects:(1)The data literacy training of middle school students should highlight the goal of data thinking;cultivating students’ data literacy should not only enable students to master the skills of data processing and application,but also help to form data-based problem-solving thinking.(2)Inquiry-based learning is an effective means to promote the development of students’ data literacy;inquiry-based learning advocates the inquiry of problems in learning activities,the cooperation of students,and the practicality of knowledge,which not only promotes students’ construction and application of data knowledge and skills It is also conducive to the development of data thinking and the cultivation of value emotions.(3)Data inquiry learning activities can effectively improve students’ data literacy ability;among them,the improvement of data knowledge and skills is the most significant,followed by awareness and thinking,and there is no significant change in ethics.(4)Diversified evaluation methods are an important basis for the cultivation of data literacy;due to the differences in the apparent degrees of abilities in different dimensions of data literacy,in data literacy teaching activities,it is necessary to make full use of diversified evaluation methods and tools to accurately judge teaching activities.implementation effect.(5)Multidisciplinary integration training is a new idea for future data literacy education;in the future data literacy education practice,data literacy training should be integrated into related disciplines to form a comprehensive and systematic data literacy training system.