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在整个小学阶段,对于数与代数、图形与几何、统计与概率以及综合与实践四大部分的知识,与学生的思维水平、认知特点最难“接轨”的应该说是统计与概率的知识,尤其是第一学段的学生。这主要是因为学生的心理特征和思维特点注定他们没有或很少有统计的意识和方法,而这就使得学生在统计课堂上大都处于依据教师“指令”被动进行分一分、数一数、画一画、填一填等收集和整理数据的状态,无法体会到统计活动背后的意义和价值,感受不到统计过程中所经历的挑战和乐趣。对于第一学段“简单数据统计”的教学应该从学生的学习现实出发,正确面对学生在学习过程中的困惑,科学选择教学策略。只有这样,才能提高统计教学的有效性,培养学生初步的数据分析观念。
Throughout the elementary school, knowledge of numbers and algebra, graphics and geometry, statistics and probability, as well as synthesis and practice of the four parts, and students' thinking level, the most difficult cognitive characteristics “convergence ” should be said that statistics and probability Knowledge, especially the first semester of students. This is mainly because students' psychology and thinking are doomed to have little or no statistical consciousness and methods, which makes the students in the statistics classroom are mostly based on the teacher “instruction Number, draw a picture, fill in a fill and other data collection and collation state, can not understand the meaning and value behind the statistical activities, feel the challenges and fun experienced in the statistical process. For the first semester ”simple data statistics " teaching should proceed from the students' learning reality, the correct confrontation students in the learning process, the scientific choice of teaching strategies. Only in this way can we improve the effectiveness of statistical teaching and develop students' preliminary concepts of data analysis.