1, experienced the activities of collecting data, sorting out data and analyzing data, which reflected the application of statistics in real life.

2, in the process of using statistical knowledge to solve practical problems, cultivate statistical concepts.

Teaching emphases and difficulties:

Concept of development statistics

Teaching preparation:

screen sheet

Teaching process:

First, create a situation

Our class will establish a hand-in-hand class with Class 6 of Hope Primary School (1). How are you going to introduce our class to them?

(1) List a few questions you want to investigate. After the class exchanges, choose three questions to carry out the investigation.

(2) What data need to be collected? Talk to your colleagues about how to collect data.

(3) actually carry out the investigation, record the data and sort it out.

(4) What information can be obtained by analyzing the above data?

Teachers should pay attention to the following aspects of guidance: First, put forward investigation questions. Teachers can guide students to investigate issues of interest to them. It should be noted that students' problem awareness is very important, and teachers can motivate students through various evaluation methods for problems that have not been adopted. Second, discuss what data needs to be collected and how to collect it. Third, organize groups to effectively carry out the activities of collecting and sorting out information. Statistical activities often require group cooperation, and teachers should guide students to discuss how to divide their work, how to conduct surveys and record data, and how to organize data. Fourth, organize students to fully discuss the data. Fifth, guide students to review statistical activities and make them realize that in statistical activities, we generally have to go through the process of "asking questions-collecting data-sorting out data-analyzing data-making decisions".

Second, collect examples of applied statistics in life and tell us what information the data in these examples tell people.

For example, our class investigates myopia. This statistical activity can not only help students establish statistical concepts, but also guide students to explore the causes of myopia and improve bad habits.

You can also choose the height, weight, surname and favorite color of your classmates for statistical investigation.

The design intention is to let students understand the information brought by these statistics, so as to guide them to make corresponding decisions.

Three, the teacher space (according to the class situation appropriate supplement)

Homework design: Teachers can organize a class meeting to promote mutual understanding and communication between students. First, let the students choose their own topics. What information do they want to know? "How do students come to school every day?" ; "What kind of books do students like to read?" ; "What are the students' hobbies? " ; " What's our favorite sport? " ; " What's our favorite animal? "... and then let the students investigate and collect data in groups, summarize them in tables and make a statistical chart.

Knowledge comes from life, and at the same time it can improve life. Content design combines students' life experience, so it can be said that the teaching process of Statistics and Probability is the process of students getting close to life. This greatly enhanced the interest in learning mathematics. At the same time, students deeply realize that many problems in life can be solved by statistical knowledge, and they don't feel any great difficulties in the process of cooperation, so such problems are more in line with their knowledge level and closer to their real life. Let students feel that life is full of mathematics, improve students' interest in learning mathematics, and cultivate students' awareness and ability to solve problems.

Confused teachers find it difficult to organize classroom activities in statistics and probability teaching.

In statistics teaching, classroom activities are generally activities such as collecting relevant data of group students, "positive" statistics, filling out statistical tables and drawing various statistical charts. But these activities take up too much time, and organizing too many activities will affect the completion of teaching tasks. There are too many links in the game of probability, which are nothing more than tossing coins, touching colored balls and playing roulette. Although the levels and types of teaching requirements are different, the essence of activities is the same. These activities are difficult to control, so it is more difficult to teach probability than statistics. In statistics and probability teaching, it is difficult to organize students to carry out classroom activities. Once classroom activities are carried out, almost every student needs to be guided and time is not allowed.