Research On The Design And Practice Of Junior Middle School Mathematics Project-based Teaching Based On Data Analysis Literac

Project-based teaching is a problem-based teaching method that allows students to cooperate and communicate with group members to solve practical problems in the independent and cooperative learning process.Its concept is consistent with the requirements of the new curriculum reform.The new curriculum reform advocates that students should be the main body of learning.Teachers,as guides and assistants,guide students to use mathematical knowledge to solve problems based on problems in practical situations.Project teaching in junior middle school mathematics to improve students’ data analysis literacy,which is consistent with the new curriculum reform concept,can deepen the relevant theories of mathematics teaching,and is consistent with the development of The Times.At present,there are few instructional design and case studies focusing on data analysis literacy in project-based teaching research in the field of mathematics.Based on the improvement of data analysis literacy,this study summarizes the elements,principles and processes of project-based instructional design,and designs cases for practical research.The research questions include:(1)The elements,principles and processes of the project-based teaching design of junior middle school mathematics based on the improvement of core literacy based on data analysis?(2)Does project-based teaching help improve junior high school students’ data analysis literacy?In order to solve the first research question,literature research method is used to review the research on data analysis literacy and mathematics project-based teaching at home and abroad,and to summarize the elements and principles of project-based teaching design to improve the data analysis literacy of junior middle school students.Data analysis literacy is divided into five dimensions,which are: Awareness and ability to collect,organize,describe,analyze and extrapolate data.On this basis,to improve the data analysis literacy of junior middle school students as the goal,the construction of middle school mathematics project teaching design process.In order to solve the second research problem,experimental research method is adopted to determine the experimental class and the control class,with a total of 50 students in the experimental class and 52 students in the control class.Before the teaching practice,questionnaire survey was conducted on the students of the two classes to understand their learning situation.The students of the experimental class adopted project-based teaching,while the students of the control class adopted traditional teaching.After the practice,data analysis literacy test was conducted.To provide common basis for writing research conclusions.The research conclusions are as follows:(1)Six elements of project-based instructional design to improve data analysis literacy: six elements: core knowledge in the statistical field,the real situation containing data,data-related driving questions,group cooperation and communication,data analysis results report,and evaluation and reflection.(2)Six principles of project-based instructional design to improve data analysis literacy include the principle of clarity of goal of data analysis literacy,the principle of student subjectivity,the principle of group cooperation,the principle of authenticity of data situation,the principle of project operability,and the principle of multidisciplinary content.(3)project-based teaching to improve data analysis literacy generally includes three stages: project introduction stage,project implementation stage and project evaluation stage,which are divided into six stages: project introduction,problem decomposition,cooperative exploration,work production,achievement display and evaluation and reflection.(4)Based on the elements and principles of project-based instructional design to improve data analysis literacy,the implementation of project-based instructional design process is smooth and can effectively improve the level of data analysis literacy of junior high school students.