学习进阶视角下小学生统计思维发展水平研究  

Developmental Level of the Primary School Students’ Statistical Thinking in Learning Progressions Perspective

作　　者：李化侠 LI Hua-xia(People’s Education Press,Curriculum and Teaching Materials Research Institute,Beijing 100081,China)

机构地区：[1]人民教育出版社课程教材研究所

出　　处：《数学教育学报》2019年第6期55-60,共6页Journal of Mathematics Education

基　　金：中国博士后科学基金面上资助项目——学习兴趣测评模型构建及其在小学数学教材编写中的应用（2018M641404)

摘　　要：统计思维是数据素养的支撑,是大数据时代公民的重要素养.学习进阶能够描述学生思维发展的轨迹,使用该方式研究学生统计思维发展水平及特点,可以为学生学习、教师教学、教材编写提供参考.使用基于学习进阶理论编制的"小学生统计思维测评试题",调查了13所学校的2 332名四~六年级学生.研究发现:小学生统计思维的发展总体呈上升趋势,主要处在过渡化、数量化特征水平,还达不到分析水平;不同年级的学生发展速度不同,五~六年级的学生发展速度快;不同维度的发展速度和发展水平不同,数据阅读与表示维度发展速度快、发展水平高,数据分析维度发展速度缓、发展水平低;不同内容的发展水平不同,读取、描述、制作直观统计图发展水平高,数据不确定性、平均数、根据数据预测和判断的发展水平低.Statistical thinking was an important literacy to support data information literacy and citizenship in big data era. Learning progressions was benefit for describing students’ learning trajectory and providing more detailed information for students, teachers and teaching materials. This paper investigated 2 332 primary students who come from 13 schools and study in grade 4 to grade 6 by "test of primary school students’ statistical thinking", and we found these results: the development of primary students’ statistical thinking showed increase totally, and mainly develops in transition level and quantitative level. Where as the level and speed were different from different grade and different content. The students in grade 5 to grade 6 develop faster than grade 4 to grade 5, reading or representing data develops faster and better than data analysis. And it was hard to understand the data variation, average and data prediction and inference contracts to reading data, describing data, making statistical graphs.

关 键 词：统计思维 数据分析 学习进阶 思维发展水平 多维等值 

分 类 号：G622[文化科学—教育学]