基于学生认知差异的统计学课程教学改革

Statistics Teaching Reform Based on Students' Cognitive Differences

学生认知差异对统计学课程教学改革具有重要的意义,为教学质量的提高指明了方向。本文在梳理关于认知与教学、学习问题研究的基础上,从统计学课程认知表征、统计学认知共性与个性、学生认知差异对教学的影响等方面探讨了课程认知与教学关系与作用,最后从五个方面提出了提高统计学教学质量的对策建议。

Students' cognitive differences have important implications for statistics teaching reform, to improve the teaching quality of the direction. In this paper, on the basis of the sort of cognitive and teaching, research on learning problems, cognitive representations from statistical programs, statistical aspects of cognitive commonness and individuality, the impact on teaching students cognitive differences, etc. Course discusses the relationship between cognition and teaching and the role of the last five aspects proposed to improve the statistical quality of teaching suggestions.