本文選題：小學(xué)高年級(jí)學(xué)生　切入點(diǎn)：統(tǒng)計(jì)圖表　出處：《杭州師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：在信息化和數(shù)字化的當(dāng)今社會(huì),大量的信息以數(shù)據(jù)的形式進(jìn)行著傳遞和交流,要想獲取數(shù)據(jù)里面的信息,就得對(duì)這些數(shù)據(jù)進(jìn)行整理與分析,而分析數(shù)據(jù)的有利工具就是方式多樣的統(tǒng)計(jì)圖表。然而,在現(xiàn)今的中小學(xué)數(shù)學(xué)教育中,統(tǒng)計(jì)圖表的相關(guān)知識(shí)也就越來(lái)越受重視,并成為數(shù)學(xué)教育的重要組成部分。因此,對(duì)小學(xué)高年級(jí)學(xué)生統(tǒng)計(jì)圖表理解水平的研究是有必要的。本文主要研究的問(wèn)題是:(1)小學(xué)高年級(jí)學(xué)生統(tǒng)計(jì)圖表的理解水平怎樣?(2)小學(xué)高年級(jí)學(xué)生統(tǒng)計(jì)圖的制作水平如何?研究結(jié)果顯示,對(duì)于統(tǒng)計(jì)表的理解,有77.6%的學(xué)生達(dá)到了直接讀取數(shù)據(jù)信息的水平,有75.0%的學(xué)生達(dá)到了數(shù)據(jù)信息之間對(duì)比、分析的水平,有71.1%的學(xué)生達(dá)到了全面分析數(shù)據(jù)并以此做出一定合理歸納及推斷的水平;對(duì)于條形統(tǒng)計(jì)圖的理解,有90.4%的學(xué)生達(dá)到了數(shù)據(jù)信息之間對(duì)比、分析的水平,有72.1%的學(xué)生達(dá)到了全面分析數(shù)據(jù)并以此做出一定合理歸納及推斷的水平;對(duì)于折線統(tǒng)計(jì)圖的理解,有75.9%的學(xué)生達(dá)到了直接讀取數(shù)據(jù)信息的水平,只有39.1%的學(xué)生達(dá)到了數(shù)據(jù)信息之間對(duì)比、分析的水平,只有31.8%的學(xué)生達(dá)到了全面分析數(shù)據(jù)并以此做出一定合理歸納及推斷的水平;至于條形統(tǒng)計(jì)圖的制作,有46.0%的學(xué)生合理選擇并正確地制作出了條形統(tǒng)計(jì)圖;對(duì)于折線統(tǒng)計(jì)圖的制作,有57.0%的學(xué)生合理選擇并正確地制作出了折線統(tǒng)計(jì)圖。綜上所述,小學(xué)高年級(jí)學(xué)生對(duì)統(tǒng)計(jì)表的理解和條形統(tǒng)計(jì)圖的理解還是比較好的,但是對(duì)于折線統(tǒng)計(jì)圖的理解以及條形統(tǒng)計(jì)圖、折線統(tǒng)計(jì)圖的制作尚不能令人滿意�；谘芯拷Y(jié)果,本文最后對(duì)教師與學(xué)生提出了一些相關(guān)的建議。給教師的建議是:第一,在教學(xué)統(tǒng)計(jì)圖表內(nèi)容時(shí)應(yīng)該加強(qiáng)學(xué)生對(duì)統(tǒng)計(jì)圖表中數(shù)據(jù)含義的理解;第二,在加強(qiáng)學(xué)生對(duì)統(tǒng)計(jì)圖表數(shù)據(jù)含義的理解上,要規(guī)范學(xué)生的語(yǔ)言表達(dá);第三,在教學(xué)中應(yīng)該重視全面分析數(shù)據(jù)并以此做出一定合理歸納及推斷(水平3)這部分內(nèi)容;第四,在今后統(tǒng)計(jì)圖的理解與制作的教學(xué)中,應(yīng)該在學(xué)生比較容易出現(xiàn)錯(cuò)誤的地方進(jìn)行有針對(duì)性的教學(xué)。給學(xué)生的建議是:第一,雖然統(tǒng)計(jì)部分的知識(shí)不是小學(xué)的學(xué)習(xí)重點(diǎn),但是它與我們的生活息息相關(guān),學(xué)習(xí)好統(tǒng)計(jì)知識(shí)是有必要的。第二,要善于使統(tǒng)計(jì)知識(shí)來(lái)源于生活,再運(yùn)用到生活當(dāng)中去。第三,要豐富自己對(duì)統(tǒng)計(jì)圖制作的有關(guān)事項(xiàng),不能僅限于書(shū)本上的要求。
[Abstract]:In the modern society of information and digitization, a large amount of information is transmitted and exchanged in the form of data. In order to obtain the information in the data, we must organize and analyze these data. However, in today's primary and secondary mathematics education, the relevant knowledge of statistical charts is paid more and more attention to, and become an important part of mathematics education. It is necessary to study the understanding level of statistical chart of senior students in primary school. The main question of this paper is: 1) how well does the statistical chart of senior primary school students understand? What is the level of production of statistical charts for senior primary school students? The results show that 77.6% of the students have reached the level of reading the data information directly, and 75.0% of the students have reached the level of comparing and analyzing the data information. 71.1% of the students have reached the level of comprehensive analysis of the data and reasonable induction and inference. For the understanding of the bar chart, 90.4% of the students have reached the level of comparison and analysis of the data and information. 72.1% of the students have reached the level of comprehensive analysis of the data and reasonable induction and inference, and 75.9% of the students have reached the level of reading the data information directly for the understanding of the broken line statistics. Only 39.1% of the students have reached the level of comparison and analysis between data and information, and only 31.8% have reached the level of comprehensive analysis of data and reasonable induction and inference. 46.0% of the students have reasonably selected and correctly produced a bar chart; for the production of the broken line statistics, 57.0% of the students have reasonably selected and correctly produced a broken line statistical chart. The understanding of the statistical table and the bar chart of the students in the senior grade of primary school is still relatively good, but for the understanding of the broken line statistics and the bar statistics, the production of the broken line statistics is not satisfactory. At the end of this paper, some suggestions are put forward to teachers and students. The suggestions are: first, to strengthen students' understanding of the meaning of data in the statistical chart of teaching; second, to improve the understanding of the meaning of the data in the statistical chart. In order to strengthen the students' understanding of the meaning of statistical chart data, we should standardize the students' language expression; third, we should pay attention to the comprehensive analysis of the data in the teaching and make a certain reasonable induction and inference (level 3) in this part of the content; 4th, In the teaching of understanding and making statistical charts in the future, targeted teaching should be carried out in places where students are more prone to mistakes. The advice to students is: first, although the knowledge of the statistical part is not the focus of primary school study, But it is closely related to our daily life. It is necessary to learn good statistical knowledge. Second, we should be good at making statistical knowledge come from life and then apply it to our daily life. Third, we should enrich our own issues concerning the production of statistical maps. Don't limit yourself to book requirements.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G623.5

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本文編號(hào)：1618758