随着大数据时代的来临，面对浩如烟海的数据与越来越多的“不确定性”，如何收集、整理所需的数据，并对数据做出合理的分析与预测，已经成为未来公民不可或缺的基本素质，在这样的时代背景下，“概率统计”越来越受到数学教育界的青睐。

“双减”以来，关于作业的讨论层出不穷，但大多局限于小学与初中，涉及高中的相对较少；且多为笼统分析“数学作业”。本研究以“高中概率统计作业”为切入点，走近一线，去听听教师和学生们的心声。

本研究围绕“高中概率统计作业的现状”、“高中概率统计作业的典型问题”，利用问卷调查法对福建省三所学校（厦门市、泉州市、福州市各一所）的41位教师与1196位学生进行了调查；利用档案袋评价法对三校的概率统计作业进行收集与分析，并结合访谈法对其中的典型问题进行归纳与概括。

高中概率统计作业现状主要包括：（1）不同学校的作业量、作业时间有较大差异；教师们普遍重视教材习题，极少参考教学期刊与布置长线作业。（2）约20%的学生难以在教师预期时间内完成作业；其他科目作业太多是未完成原因之首；复习课能有效提高作业的完成率与正确率。高一学生有较多时间钻研作业，高三学生更倾向于放弃文字量大的作业。全概率公式、贝叶斯公式是师生公认的易错点。不同学校作业答案的使用方式有较大差异，三校使用搜题软件、参考教辅书、向同学请教的学生比例较为一致。（3）不同学校的作业批改方式、批改频率有较大差异；多数教师批改及时，较少批注评语。（4）多数教师作业讲评及时，且倾向于按知识点顺序进行讲评；成绩处于中等水平的学生更倾向于寻求老师的辅导。

高中概率统计作业典型问题有：（1）格式不规范，表达能力较差；（2）题意理解不到位，缺乏相关经验；（3）概念不清，模型混淆；（4）作业与草稿杂糅，卷面较为混乱；（5）运算出错，公式记错。

With the advent of the era of big data, in the face of a vast ocean of data and more and more "uncertainty", how to collect, organize the required data, and make reasonable analysis and prediction of the data has become an indispensable basic quality of the future citizens, in such an era, "probability and statistics" is also increasingly favored by the mathematics education community. In this context, "probability statistics" is also increasingly favored by the mathematics education community.

Since the "double reduction", there have been numerous discussions on homework, but most of them are limited to elementary and junior high schools, and relatively few are involved in senior high schools; and most of them are general analysis of "mathematics homework". This study takes "high school probability statistics homework" as an entry point to approach the front line and listen to the voices of teachers and students.

This study focuses on the "current situation of high school probability statistics homework" and "typical problems of high school probability statistics homework", and utilizes the questionnaire survey method to investigate 41 teachers and 1,196 students in three schools in Fujian Province (one in Xiamen, one in Quanzhou, and one in Fuzhou); the portfolio evaluation method is used to evaluate the results. The probability statistics assignments of the three schools were collected and analyzed using the evaluation method of the file bag, and the typical problems of the assignments were summarized and generalized by combining with interview method.

The current situation of probability statistics homework in high schools mainly includes: (1) the amount of homework and the time of homework vary greatly from school to school; teachers generally emphasize exercises in textbooks and rarely refer to teaching journals or assign long-term homework. (2) About 20% of students have difficulty in completing their homework within the time expected by teachers; too much homework in other subjects is the top reason for non-completion; review lessons can effectively improve the completion rate and correctness of homework. Seniors have more time to drill assignments; juniors are more inclined to drop text-heavy assignments. Full probability formulas and Bayesian formulas are recognized as error-prone by teachers and students; percentiles are not. The way of using homework answers varied considerably from school to school, with a more consistent proportion of students in the three schools using question search software, referring to teaching aids, and asking classmates for advice. (3) There were large differences in the way and frequency of homework corrections across schools; most teachers made timely corrections and less often annotated comments. (4) Most teachers' homework comments are timely and tend to be in the order of knowledge points; students with intermediate grades are more likely to seek tutoring from teachers.

Typical problems of high school probability statistics homework include: (1) irregular format and poor expression, (2) poor understanding of the meaning of the problem and lack of relevant experience, (3) unclear concepts and confusing models, (4) a mixture of homework and drafts, which makes the paper surface more confusing, (5) arithmetic errors and wrong memorization of formulas.