摘要
选取安徽和江苏1598名小学生为研究样本,基于SOLO分类法通过测试的方式从"统计过程""随机性""对数据的需要"3个维度对小学生"数据分析观念"发展水平进行评估。研究发现:小学生"数据分析观念"总体发展水平呈现整体上升的趋势,但"统计过程"维度上的发展水平明显高于其他两个维度,说明大部分小学生缺乏"对数据的需要"与"随机性"的意识;在"统计过程"维度上,4年级学生对平均数的理解并不能一次完成,需要经历迂回曲折的过程;不同文化背景的小学生在"数据推断与预测"上表现困难,在"描述数据"等层面存在一定差异。基于以上情况,数学教师应该鼓励学生思考实际问题的解决方案,并利用丰富的真实数据,给出自己理解的结论,同时加强对图形约定规范以及渗透随机性的教学。
In this study,a total of 1598 primary school students from Anhui and Jiangsu province were selected as research samples. Base on Structure of the Observed Learning Outcome(SOLO),the development level of primary students"data analysis concept"was evaluated from three dimensions of"statistical process""randomness"and "need for data". It is found that the overall level of the primary school students’ concept of data analysis shows a trend of overall rising,while the development level in the"statistical process"dimension is significantly higher than the other two dimensions,indicating that most pupils lack the awareness of need for data and randomness.In the dimension of "statistical process",the fourth grade students’ understanding of the average cannot be complete at one time,and it needs to undergo the process of twists and turns.The pupils of different cultural backgrounds have difficulty in"data inference and prediction",and there are certain differences in the level of"descriptive data".Based on the above situation,mathematics teachers should encourage students to think about solutions to practical problems and use the richness of real data to express their own understanding of the conclusions,while strengthening the teaching of graphics conventions and random infiltration.
出处
《教育测量与评价》
2019年第6期34-41,共8页
Educational Measurement and Evaluation
基金
安徽省高校人文社会科学研究重点项目"核心素养背景下小学生统计思维发展特点及其培养研究"(SK2017A0376)
黄山学院人才启动项目"儿童统计思维认知发展研究"(2018xkjq008)的阶段性成果
关键词
小学生
数据分析观念
测试
SOLO分类法
primary school student
concept of data analysis
assessment
Structure of the Observed Learning Outcome
