一、概率学习中常见认知误区分析1.生活经验和直觉的误区受生活经验和直觉误区的影响,学生对随机现象问题经常反应迟钝甚至误解,教学上需要澄清一些日常生活经验和直觉的错误认识。例如,在投掷硬币的概率问题中:(1)投掷一次:反面;(2)投掷两次:先正面,然后是反面;(3)若已经投掷了5次硬币并且得到的全是正面,则再投掷一次,你认为正面向上还是反面向上的概率大?虽然这个问题涉及事件发生的独立性,对于职业中学高 A common misunderstanding analysis of probability learning 1. Life experience and intuitive errors Misunderstanding by life experience and intuition, students often respond to stochastic phenomena or even misunderstanding, teaching the need to clarify some of the daily experience and intuition errors understanding. For example, in the probability of throwing a coin: (1) throwing once: reverse; (2) throwing twice: front first and then back; (3) if five coins have been thrown and all are positive Throw it again, do you think there is a big chance of facing upside down or upside down? Although this question concerns the independence of events,