本文選題：樣本 + 4-6年級(jí)　； 參考：《杭州師范大學(xué)》2015年碩士論文

【摘要】：20世紀(jì)80年代開(kāi)始,西方國(guó)家日益重視統(tǒng)計(jì)知識(shí)。在美國(guó)、新西蘭等國(guó)家,它們改革后的課程標(biāo)準(zhǔn)中更加強(qiáng)調(diào)學(xué)生的統(tǒng)計(jì)知識(shí)和統(tǒng)計(jì)能力。同時(shí),一些西方國(guó)家的心理學(xué)家和教育學(xué)家也逐漸開(kāi)始了有關(guān)統(tǒng)計(jì)的一系列教育研究。在我國(guó),20世紀(jì)以來(lái)經(jīng)歷過(guò)許多次的課程改革,而小學(xué)數(shù)學(xué)課程改革中對(duì)統(tǒng)計(jì)知識(shí)的要求也在不斷的變化。從1950年起,小學(xué)就開(kāi)始學(xué)習(xí)簡(jiǎn)單的統(tǒng)計(jì)知識(shí),直到1992年的數(shù)學(xué)大綱中,三、四年級(jí)開(kāi)始學(xué)習(xí)統(tǒng)計(jì)中的核心概念。2011年課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)中又增加了統(tǒng)計(jì)這一核心概念。直至現(xiàn)在統(tǒng)計(jì)知識(shí)在小學(xué)階段課程中的要求也越來(lái)越多,可見(jiàn)統(tǒng)計(jì)課程在國(guó)內(nèi)的數(shù)學(xué)教育中越來(lái)越重要。雖然統(tǒng)計(jì)課程進(jìn)入國(guó)內(nèi)外數(shù)學(xué)課程的時(shí)間并不長(zhǎng),但是統(tǒng)計(jì)課程的改革步伐一直在向前加速,然而國(guó)內(nèi)外的學(xué)者們所做的相關(guān)的教育研究不多,這就導(dǎo)致了我們統(tǒng)計(jì)的教育研究跟不上其課程的改革步伐。但在已有的教育研究中發(fā)現(xiàn),小學(xué)第二學(xué)段的學(xué)生已經(jīng)具備一定的“樣本抽樣”思想,但歷來(lái)對(duì)學(xué)生“樣本”認(rèn)知的研究并不是很具體和深入,而“樣本”作為統(tǒng)計(jì)的核心概念之一,在人們生活中的作用也是不可忽視的,人們往往需要運(yùn)用“樣本”的思想來(lái)處理和解決實(shí)際生活中的問(wèn)題。因此,本文以第二學(xué)段學(xué)生對(duì)“樣本”知識(shí)的認(rèn)知水平作為研究課題,進(jìn)行系統(tǒng)的實(shí)驗(yàn)研究。主要具體研究目標(biāo)是:第一,依照先前設(shè)計(jì)的“樣本”學(xué)習(xí)路徑,學(xué)生在實(shí)際學(xué)習(xí)過(guò)程中,存在哪些主要問(wèn)題?第二,不同的學(xué)習(xí)階段(四—六年級(jí))和同一階段不同成績(jī)的學(xué)生,會(huì)達(dá)到怎樣的水平?第三,不同的學(xué)習(xí)階段(四—六年級(jí))和同一階段不同成績(jī)的學(xué)生,具有怎樣的學(xué)習(xí)特征?第四,“樣本”這一知識(shí)板塊是否適合在這一學(xué)段進(jìn)行教學(xué)和學(xué)習(xí)?通過(guò)幾種常用的調(diào)查方法來(lái)研究并收集學(xué)生在三種學(xué)習(xí)階段下的結(jié)果和數(shù)據(jù),獲得主要研究成果:(1)先前設(shè)計(jì)的“樣本”學(xué)習(xí)路徑,在一定程度上是符合學(xué)生的學(xué)習(xí)的,但在實(shí)際學(xué)習(xí)過(guò)程中,依舊存在一些問(wèn)題,學(xué)習(xí)路徑中忽略了指導(dǎo)學(xué)生在抽樣調(diào)查時(shí),要先找出所抽取樣本的影響因素,從而導(dǎo)致了大部分學(xué)生在測(cè)試題類(lèi)型Ⅲ中的表現(xiàn)并不是很好;(2)不同的學(xué)習(xí)階段(四—六年級(jí))和同一階段不同成績(jī)的學(xué)生之間的認(rèn)知水平是不同的,而且在三種學(xué)習(xí)方式下,學(xué)生對(duì)“樣本”知識(shí)的認(rèn)知水平在不斷的提升,對(duì)樣本;(3)不同的學(xué)習(xí)階段(四—六年級(jí))和同一階段不同成績(jī)的學(xué)生,具有不同的學(xué)習(xí)特征,主要體現(xiàn)在學(xué)習(xí)態(tài)度、年齡特征和思維特征等上;(4)“樣本”這一知識(shí)板塊適合在五、六年級(jí)進(jìn)行教學(xué),學(xué)生能夠通過(guò)三個(gè)階段的學(xué)習(xí),達(dá)到較高的認(rèn)知水平,建構(gòu)起“樣本”的知識(shí)脈絡(luò).
[Abstract]:Since 1980's, western countries have paid more and more attention to statistical knowledge. In the United States, New Zealand and other countries, their reformed curriculum standards more emphasis on students' statistical knowledge and statistical ability. At the same time, psychologists and educators in some western countries have begun a series of educational research on statistics. There have been many curriculum reforms since the 20th century in China, and the requirements of statistical knowledge in the reform of mathematics curriculum in primary schools are constantly changing. From 1950, elementary school began to learn simple statistical knowledge, until 1992 mathematics syllabus, the third and fourth grades began to study the core concepts of statistics. The core concept of statistics was added to the 2011 curriculum standard (experimental draft). Up to now, the demand of statistical knowledge in the elementary school curriculum is more and more, so the statistical curriculum is more and more important in the mathematics education in China. Although the course of statistics has not entered mathematics course for a long time at home and abroad, the pace of reform of statistics curriculum has been accelerating, but scholars at home and abroad have done few related educational research. This has led to our statistical educational research can not keep up with the pace of curriculum reform. However, in the existing educational research, it has been found that the students in the second stage of primary school already have the idea of "sample sampling", but the research on students' cognition of "sample" has not been very specific and thorough. As one of the core concepts of statistics, the role of "sample" in people's life can not be ignored. People often need to use the thought of "sample" to deal with and solve the problems in real life. Therefore, this paper makes a systematic experimental study on the cognitive level of the "sample" knowledge of the students in the second phase. The main research objectives are as follows: first, according to the previously designed "sample" learning path, what are the main problems of students in the actual learning process? Second, what is the level of students with different grades (grades 4-6) and different grades at the same stage? Third, what are the learning characteristics of students with different learning stages (grades 4-6) and different grades at the same stage? Fourth, is the "sample" knowledge section suitable for teaching and learning in this school segment? Through several common investigation methods to study and collect the students' results and data under the three stages of study, we can get the "sample" learning path previously designed by the main research result: 1) to a certain extent, it is in line with the students' learning. However, there are still some problems in the actual learning process. The study path neglects to guide the students to find out the influence factors of the sample in the sampling survey. As a result, most students have different cognitive levels in different learning stages (grade 4-6) and different grades at the same stage, and under three learning styles, the performance of most of the students in the test paper type III is not very good. Students' cognitive level of "sample" knowledge is constantly improving. Students with different learning stages (grades 4 to 6) and students with different grades at the same stage have different learning characteristics, mainly reflected in their learning attitude. The knowledge plate of "sample" is suitable for teaching in grade five and six. Students can achieve a higher cognitive level through three stages of study and construct the knowledge context of "sample".
【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)：2006821