《普通高中数学课程标准（2017版）》将“概率与统计”单独设置为一个主题，突出了概率统计的主线位置，加强了对概率内容的重视。课程标准对概率内容做了一些调整，加强了知识的系统性，明确了三个层次概率教学的不同要求。课程标准还推出了全新的学业质量评判标准，将学生学业质量水平由低到高划分为三个水平。

在参阅了大量文献的基础上，以课程标准中对概率内容的教学要求为基准，本研究划分了学生概率学习的三个水平，以浙江省嘉兴市某中学的部分高三学生为研究对象，采用测试与访谈相结合的方法对学生的概率学习水平展开调查。研究编制了16道题目从（1）随机事件；（2）概率的定义和性质；（3）概率模型三个方面展开来调查学生的概率学习水平。由研究结果可知：从总体上看，高三学生的概率学习水平勉强达到水平一的标准，且具体到必修课程和选择性必修课程的各知识点上学习水平呈现不稳定的态势。在必修课程层次，学生的概率学习水平更符合水平一的标准，而在选择性必修课程层次，学生的概率学习水平则更多地显示出未达到水平一的标准；从细节上看，对于2017版课程标准中新增的内容，学生的概率学习水平介于未达到水平一和水平二之间，不同的知识点学生的学习水平呈现了较大的差异，而对于因考试而未进行详尽教学的内容，学生的概率学习水平则介于未达到水平一和水平三之间，在各知识点间的表现较一致，更多地显现出个体差异，数学成绩优异的学生表现出更高的水平。学生的概率学习水平令人担忧。

The "Ordinary High School Mathematics Curriculum Standards" promulgated in 2017 set probability and statistics" as a separate theme, highlighting the main line position of probability and statistics and strengthening the emphasis on the content of probability. The curriculum standards have made some adjustments to the content of probability, strengthened the systematization of knowledge, and clarified the different requirements of probability teaching at three levels. Curriculum standards have also introduced a new academic quality assessment standard, which divides students' academic quality levels from low to high into three levels.

Based on a large amount of literature, based on the teaching requirements for probability content in the curriculum standards, this study divides the students into three levels of probability learning. Some high school students in a middle school in Jiaxing City, Zhejiang Province are used as research objects. The method of testing and interviewing is used to investigate students' probabilities of learning. The study has compiled 16 questions developed in three aspects from (1) random events; (2) the definition and nature of probability; (3) the probability model to investigate the probability learning level of students. From the results of the study, we can see that, overall, the probability learning level of senior high school students barely reaches the standard of level one, and the learning level at the specific knowledge points of the compulsory and selective compulsory courses shows an unstable situation. At the level of compulsory courses, students 'probability learning level is more in line with the standard of level one, and at the level of optional compulsory courses, students' probability learning level is more likely to show that they have not reached the level one; from the details, for the new added contents of probability in the  curriculum standards, the students' probabilistic learning level is between below level one and level two, the learning level of students with different knowledge points shows a large difference, while for those contents which are not taught to students because of  National College Entrance Examination, students ’probabilistic learning levels are between below levels one and three, and their performance is more consistent among knowledge points, showing more individual differences, and students with outstanding math scores show higher levels . The level of student probabilistic learning is worrying.