Three-Dimensional Teaching Study on the College Statistics Education

1. Three-Dimensional Teaching Study on the College Statistics Education Tengzhong Rong, Qiongsun Liu Chongqing university, China timepdf@hotmail.com

2. Contents • Introduction • Analysis of three-dimensional teaching • Three-dimensional teaching design • Conclusion and discussion

3. Introduction • Statistics has been a basic theoretical analysis tool for college students. • Statistics courses emphasize that college students can use statistical methods to solve practical problems through their basis statistical knowledge and computer skills. • Because of the limitation of course period, the course education can not be extended from classroom to extra-curricular. • How to expand the teaching space of statistics course and establish a three-dimensional teaching style, how to make students improve practical ability and cultivate innovative talents, and how to enhance their professional competitiveness through the statistics courses, are important teaching research issues.

4. Analysis of Three-dimensional Teaching Extension of Teaching Period • Traditional teaching and learning methods include given teach in class, previewing and reviewing in extra-curricular. Currently the biggest problem is the lack of class hours so that it is impossible to give lecture in detail by teacher in class. Three-dimensional teaching styles changes the passive accepted learning style of students to learn initiatively in extra-curricular with the transformation of teaching style. Such extension requires a good multimedia presentation courseware so that the students can learn and understand at any time. Three-dimensional teaching extends teaching activities in the scope of time.

5. Analysis of Three-dimensional Teaching Extension of Teaching Space • In traditional teaching process, teachers and students act as the main body to complete the teaching activities, but most these actions are performed only in classroom. That leads students to learn independently, they seldom communicate from each other. There also less interaction when the teacher and students are outside the classroom. While with the opening up of network teaching platform, the short and long distance of teaching achieve the uniform.

6. Analysis of Three-dimensional Teaching Extension of Teaching Methods • Under the three-dimensional teaching style, teaching is no longer just given lecture as the tradition, the main content is practice teaching in heuristic, autonomous, individualized way. Teachers should not state the theoretical course knowledge directly, they should use multimedia courseware to take advantage of the dynamic multi-media visual presentation and a wealth of information display technology to let the student learn in problem-oriented and initiative way. We encourage students expand some ideas and methods of solution as much as possible through mutual exchanges, that will help to form a good initiative and interactive learning environment.

7. Analysis of Three-dimensional Teaching Extension of Teaching Content • Textbook is the basis of the course and it is the key content of course teaching, which will be completed in the classroom principally. We should design deepen understanding and supplementary reading materials to guide students self-study, which will present in the dynamic courseware principally. We design resources of practical issues which is open questions orientation and connect with practice, and encourage students study deeply and theoretically till solve the problem eventually.

8. Three-Dimensional Teaching Design Three-Dimensional Design of Teaching Program • It is more convenient for three-dimensional teaching program to guide students to active learning and deepen understanding of the concept. Meanwhile, extra-curricular practice provide students opportunities to observe random phenomenon and visual backgrounds of the concept of probability and statistics. Extra-curricular practice also provide college students opportunities of validate the knowledge and experience of data dealing, and thus enhance students interest in learning to achieve the purpose of consistency theory and practice.

9. Three-Dimensional Teaching Design Three-Dimensional Design of Teaching Process • First of all, teacher propose an open problem for the students to consider based on classroom given teaching knowledge. Secondly, three-dimensional statistical teaching promote student to learn and understand from multimedia courseware and to think about what additional knowledge may required to solve problem. Finally, teachers guide the practice of learning and evaluation for students through online teaching platform, encouraging students to participate in three-dimensional interactive teaching activities.

10. Three-Dimensional Teaching Design Three-Dimensional Design of Teaching Object • Teaching objects include teachers and students. Teachers should have a wealth of interdisciplinary knowledge, a solid educational multimedia and network technologies to complete the three-dimensional teaching content. For the students, they should have finished some prerequisite courses, and have received computer professional training. They should also have basic skills to write computer programs code, and to use multimedia and distance learning network proficiently.

11. Three-Dimensional Teaching Design Design of Practice Teaching Feedback • The final examination jointly conducted with curriculum theory and practice report, and we emphasis on the latter which is mainly based on records in online teaching platform. A detailed evaluation comment is given when the teacher grad the experimental report enable the students to be informed the strengths of others and shortage of their own. For those reports have comprehensive thinking, reasonable design, efficient algorithm, meticulous analysis, and mining and development of the original problem, teacher should comment their high light and open for other students reference.

12. Conclusion • Currently the three-dimensional teaching in college statistics course is just a beginning. There still need to collect more wealth data resource to build a more compelling open question library, and to develop a more human interactive teaching web platform. Teacher should learn more modern educational technology to guide students to practice better. And teachers also need to learn advanced education ideas, change the traditional concepts of education, and break the teacher-centered teaching model. Only after long-term experiment, exploratory, review and improvement, we can promote the development of college statistics teaching and contribute to the innovation of educate.

13. Thanks!