Meng Zihao, a cream student in our Star Map class, is handsome and has a good personality, which is especially popular with girls. This semester, he and his father have paid a lot in mathematics, and the biggest change can be reflected in his page-by-page challenge list. Before answering questions, he always lacked arms and legs. Slowly, his list of challenges became more and more complete, and the classification topics of each chapter were very detailed and the contents were well-founded. Here, I want to thank Meng Zihao's father for his contribution. When school started, they reached an understanding with me. Through the last period of senior one, we helped Meng Zihao get rid of his carelessness in study and set high requirements and high goals for the depth of his thinking. This whole semester, Meng Zihao's father insisted on finishing math homework with his children every week and reasoning with each other. This is really not an easy thing. Thank zihao's father.

This semester, we organized two activities, including a flea market and a statistical survey. The statistical investigation is based on the chapter "Statistical Problems" we studied this semester. Each group takes a topic as a unit, designs a questionnaire, and finally makes a survey in the corresponding grade to make decisions and suggestions. The following is Meng Zihao's sharing:

Hello, everyone, I'm Meng Zihao from Xingtu classroom, and I want to share the statistics of this semester with you. Different from traditional schools, we didn't learn statistics by rote definition or doing several exercises, but actually experienced a large-scale statistical investigation.

To make an investigation, we must first make clear the statistical process, that is, (1) define the theme and intention; (2) Choose an appropriate survey method, or interview, or design a questionnaire or obtain information; (3) Investigate and collect data; (4) Organize and analyze the data and use appropriate charts to represent the data; (5) Make decisions and judge the rationality and limitations of decisions through practice.

The theme of this questionnaire in our group is "to know whether middle school students are good at dealing with conflicts between classmates". As the team leader, I made a questionnaire with four students, Zhai, Gao Yingzhen and Li Yuyang.

The prototype of the questionnaire was provided by our team member Zhai. As follows:

He asked questions from the following aspects: the frequency of conflicts with classmates, the way to deal with conflicts with classmates, the time to calm down after conflicts with friends, and how to solve conflicts with classmates.

Through group discussion, we have made some changes in how long it takes to calm down after conflicts with classmates, the frequency of conflicts with classmates, and the frequency of solving conflicts between classmates alone. So there was a second draft:

We took the questionnaire to discuss with the teacher and found that some questions were not involved, the questions were not comprehensive and the answers were incomplete. Through discussion, we gradually made clear the main points of making the questionnaire:

First of all, the problem part should pay attention to:

? 1, the question should be comprehensive.

? 2, the problem should be clear.

? 3. Don't ask each other privacy and sensitive questions.

? 4. Questions should not be tendentious or guiding.

Second, the answer part: ensure "no repetition, cover everything"

Finally, we ask questions from the frequency of conflicts with classmates, how long it takes to calm down after conflicts with friends, and the other party's ability to solve conflicts between classmates, and print them into electronic drafts for later use:

Through investigation, we collected more than 400 questionnaires, of which about 100 were invalid and about 300 were valid.

Through the division of labor in groups, we counted the answers to each question of valid tickets. This is the statistical result of our group:

In order to get more comprehensive results, we classified the questions in the questionnaire. One is good at dealing with contradictions among classmates, and the other is not good at dealing with contradictions among classmates. The results are as follows:

Through investigation, we get that the sixth grade is better at dealing with contradictions among classmates than the seventh and eighth grades, while the ninth grade is not very good at dealing with contradictions among classmates.

For this survey, our group suggested that the school hold more lectures on this kind of problems, tell students some ways to deal with contradictions among classmates, and at the same time set up a psychological counseling studio to help students solve psychological problems.

Through this survey, I know the process of statistical survey and that it is not easy to "make the right decision". After making a decision, we need to further evaluate the rationality and limitations of the decision. In addition, through group cooperation, I learned more experience in communicating with my classmates in the team, and also improved my teamwork ability. This is my harvest. Thank you all.