在具体操作与问题解决中培养数据意识与应用意识——“平均数”教学实践与思考

Cultivating Data Awareness and Application Awareness through Specific Operations and Problem Solving—A Practical Reflection on Teaching “Average”

摘要: 本文以核心素养“数据意识”“应用意识”为导向，聚焦人教版《数学》四年级下册“平均数”，探索如何在动手操作与试验活动中，理解平均数的意义，以及在解决问题过程中感受统计知识的应用价值。通过立足生活经验、强化操作体验、突破认知难点、解决实际问题这四条路径，帮助学生加深对“平均数”的认识，进一步积累分析和处理数据的方法，发展统计观念。本文基于认知冲突理论与自身认知理论，优化平均数教学流程，让“数据意识”与“应用意识”在多元操作与多感官参与中落地生长，为小学数学统计教学提供可复制的实践范式。

Abstract: This article, guided by the core competencies of “data awareness” and “application awareness,” focuses on the topic of “average” in the fourth-grade lower-semester textbook of the People’s Education Press’s “Mathematics” curriculum. It explores how to understand the meaning of the average through hands-on operations and experiments, and how to appreciate the application value of statistical knowledge in problem-solving. Through four paths—based on life experience, strengthening operational experience, overcoming cognitive difficulties, and solving practical problems—this article helps students deepen their understanding of “average”, further accumulate methods for analyzing and processing data, and develop statistical concepts. Based on cognitive conflict theory and self-cognition theory, this article optimizes the teaching process of average, allowing “data awareness” and “application awareness” to take root and grow through diverse operations and multi-sensory participation, providing a replicable practical paradigm for primary school mathematics statistics teaching.