Article 1
The expansion and application of mathematical statistics knowledge in junior middle school
First, be familiar with the meaning of statistics.
In general, statistics is a subject that collects, sorts out, studies and analyzes the data of various statistical objects to show their overall characteristics and regularity. The object of statistical analysis is the quantitative characteristics and data of objective things, which mainly cultivates students' statistical skills such as collection, collation, research and analysis. Students should get rid of the false and retain the true, the rough and the fine from the overall quantitative relationship and data, and find out the characteristics, changing trends and laws of the analyzed objects. Therefore, statistics in junior high school mathematics classroom teaching is actually a statistics course, and it is a science that connects students' reality according to various specific phenomena in life, so that students can collect, sort out and study statistical data. Its purpose is to let students explore the inherent regularity of data, so as to achieve a scientific understanding of objective things.
Second, the relationship between statistics and junior high school mathematics
1. Mathematics is the basis of statistics.
Mathematics is the basis of statistics, and many basic theories in statistics are supported by mathematical deductive reasoning, while statistics is the concrete application and extension of mathematics book knowledge in life.
Statistics is a branch of mathematics.
Mathematics has gradually developed into a big family with many branches, and statistics is one of them. Over the years, with the continuous development and progress of society, statistics are getting closer to people's real life, and statistics are becoming more and more important. In the teaching of statistical knowledge in junior high school, we should analyze a large number of cases, so that students can understand the close relationship between statistical knowledge and life production, science and technology fields, and realize that mathematics comes from life and is applied to life, thus enhancing statistical awareness. Therefore, when teaching courses, teachers should let students experience the whole process of data collection, collation, description and research, master the general methods of statistics, establish a statistical ideological system, and enhance students' ability to study and solve difficult problems.
Third, the key points that should be highlighted in junior high school statistics teaching
1. lead students to get rid of the shackles of experience and establish statistical concepts.
In the introductory teaching of statistics, we understand the application of statistical knowledge in real life through simple examples and realize that mathematics is inseparable from real life. Through the whole process of variance, research data, description information and judgment, the statistical concept is established, so that students can acquire a new skill and method to solve problems, that is, to transform basic theoretical knowledge into practical problem-solving skills.
2. Strengthen students' statistical awareness.
Statistics mainly analyzes some data in people's real life, studies some laws and characteristics, and helps students deal with specific problems in life. Estimating the population with samples is the basic idea of statistics. In statistics, samples are often taken from the population, and the situation of the population is estimated and speculated after studying the sample data. In teaching, teachers should guide students to experience this inductive mathematical thought of statistics, and get different results according to different sampling, that is, to understand the "uncertainty" of the conclusion, so that students can realize that statistical knowledge is the hub of integrating with practice.
3. Pay attention to the random sampling of practical problems
Statistics mainly involves two kinds of problems: one is how to select samples, and the other is how to sort out and study the selected samples, so as to judge the overall situation. Whether the sampling is appropriate or not is directly related to the accuracy of the overall estimation.
4. Try to create a situation so that students can experience the whole process of statistics.
Teachers should analyze familiar cases, create appropriate teaching situations, stimulate students' interest in learning and arouse their enthusiasm for learning. At the same time, students are encouraged to draw pictures, look at pictures, study and infer, and draw conclusions, so that students can acquire the skills of observation, research and reasoning and solve difficult problems. Of course, students should be encouraged to apply mathematical knowledge, put forward statistical problems from real life and solve them. Practice has proved that through the study of examples, we can understand the significance and function of statistics and realize the close relationship between statistics and specific problems in real life, thus laying the foundation for students' sustainable development.
the second
Some experiences in the teaching of mathematical statistics in primary schools
Statistics is a common and practical tool in our daily life. For primary school students, learning some simple statistical methods is also one of the necessary abilities. Based on my teaching in recent years, I want to talk about the following experiences.
First, contact with real life to stimulate students' interest in learning statistics
Mathematics Curriculum Standard emphasizes that students' mathematics learning should be closely linked with real life, feel the close relationship between mathematics and real life, and learn valuable teaching. Only by embodying this spirit can students feel that learning mathematics is useful and stimulate their enthusiasm for learning. Statistics is unfamiliar to young students, so teaching should start with fun. Only by stimulating students' interest in learning can students have a strong thirst for knowledge.
In order to teach this content well, I set the lead-in as follows: I take out a box of students' favorite cartoon cards as soon as class begins. These cartoon patterns are different. I will let the students recognize what patterns they have first, and then let them say which one they like. In this way, the students suddenly became interested, and I took the opportunity to join a new class: "There are many patterns on paper cards, and everyone has their own favorite. If you want to know how many people like the same kind, you need to apply it to statistics. Do you want to learn? Today we will learn this knowledge. " With students' strong thirst for knowledge and strong interest, the teaching of statistical knowledge has been carried out.
Second, pay attention to the practical process and cultivate students' awareness of independent exploration and cooperation.
Pay attention to the use of examples in daily life, so that students can experience the simple process of data statistics. The statistical activities arranged in the textbook all come from real life. For example, count the number of school tools with different shapes, the number of stationery such as pencils, rulers and erasers in the pencil box of this group of students, the number of class hours in Chinese, mathematics and other disciplines in this class in one week, the number of sunny, cloudy and rainy days in the local area in one month, the number of household appliances of this group of students, and the number of students who like various sports activities in this class.
Students are familiar with these contents and are willing to count them. But the key of statistics is to let students explore the methods of collecting and sorting out data by themselves. For example, when teaching students to learn math tools, I didn't use the traditional teaching method of teaching first and then learning. Instead, I asked students to find their own recording methods, use a person to report the graphic names, and the team members recorded them in their favorite ways, and then summarized the communication. In this way, it not only cultivates the students' spirit of independent exploration, but also embodies the consciousness of cooperation and communication with * *. Through students' personal participation in this statistical activity, we can feel the diversity of statistical methods. Know new knowledge and discover new methods in practice, and learn and master new knowledge and new methods in communication. In this statistical activity, there are several methods of student statistics. At this time, I organized students to discuss: which method do you think is better? This time, the students' thinking was activated, the discussion was very enthusiastic, and the classroom atmosphere became more intense. Some say that it is a waste of time to draw graphics line by line, while others say that the method of classifying first and then using a symbol is clear and quick. Students have experienced the process of statistics, and through independent exploration and cooperation and exchange, they truly realize the diversity of statistical methods.
Third, strengthen comprehensive application and improve students' ability to solve problems.
The important purpose of learning mathematics is to use mathematical knowledge to solve practical problems in daily life and work, so that students can truly realize that mathematics comes from life and there is mathematics everywhere in life.
Statistical knowledge in primary schools comes from students' lives, and mastering statistical knowledge is also an aspect of cultivating students' ability. In the process of teaching statistics, I put a red five-star on the honor roll for my students who have performed well as encouragement. At the end of the teaching, let the students count the red stars in each group according to the statistical knowledge they have learned, and choose the red star group. Then combined with the class, let the students count the number of people who like all kinds of paper cards and let the whole class participate. By ticking "√", they respectively tick "√" under their favorite paper card pictures, and finally make a statistical table for data analysis. If you ask yourself what you know from the outside, it not only exercises students' language expression ability, but also reflects students' mastery of statistical learning in this class, so that students can taste the joy of success in the activities and promote students' mastery of statistical knowledge.