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一、教材分析数学课程标准增加了统计的有关内容,要求第一学段的学生对数据统计过程有所体验,学习一些简单的收集、整理和描述数据的方法,能根据统计结果回答一些简单的问题。人教版实验教材在一年级下册中引入简单的统计图表知识,学生初步体验了数据的收集、整理、描述和分析的过程,学会运用简单的方法收集和整理数据,初步认识了条形统计图(一格表示一个单位)和简单的统计表,并能根据统计图表中的数据提出并回答简单的问题。第三册的“统计”是在学生已有知识和经验的基础上,让学生进一步体验数据的收集、整理、描述和分析的过程,初步认识条形统计图(1格表示2个单位)和统计表。与第一阶段的内容相比,最大的变化是条形统计图的一个格子可以代表2个单位。因为随着统计数据的增大,用一格表示一个单位比较麻烦,所以有必要根据数据特点选择一格代表2个或者多个单位。这一变化不仅是表面上从1到2数量上的变动,它开始明确定义条形统计图中“格子”的本
First, the analysis of textbooks in mathematics curriculum standards has increased the relevant content of statistics, requiring students in the first segment to experience the data statistics process, to learn some simple methods of collecting, collating and describing data, according to the statistical results to answer some simple problem. The PEP experiment textbooks introduced simple statistics charts in the first grade of the first grade. Students initially experienced the process of data collection, collation, description, and analysis. They learned to use simple methods to collect and organize data, and they first learned about bar statistics. Graphs (one grid represents a unit) and simple statistics tables, and can be based on the data in the statistical charts to ask and answer simple questions. The “statistics” in the third volume is based on the students’ existing knowledge and experience, allowing students to further experience the process of data collection, collation, description, and analysis. A preliminary understanding of the bar chart (1 grid represents 2 units) and Statistics table. The biggest change from the content of the first stage is that a grid of bar charts can represent 2 units. Because with the increase of statistical data, it is more troublesome to use a grid to represent a unit, so it is necessary to select one grid to represent 2 or more units according to the characteristics of the data. This change is not only a change in the number from 1 to 2 on the surface, it begins to clearly define the “lattice” in the bar chart.