随着教育改革的深化，新课标的深入执行，概率与统计作为高中数学教学的四大内容
主线之一，其重要性与时俱增。数学核心素养作为教育的焦点任务，被视为国民整体素质
提升、创新潜能激发以及国家综合实力增强的关键驱动力。在《普通高中数学课程标准
2017 年版 2020 年修订》中提出要在概率与统计教学中提升学生的数据分析、数学建模、
逻辑推理、数学运算和数学抽象五大核心素养[1]。可见，建构以数学核心素养为导向的概
率与统计课堂教学是必要的。
本文将深入探讨高中概率统计部分数学核心素养的构成，首先，通过文献研究法和探
索性研究法，梳理相关文献和理论，探讨高中概率与统计课程的特点，以及应达到的核心
素养目标，为后续的教学实践提供理论支撑。
其次，为了解高中概率统计部分教学现状以及数学核心素养在概率与统计部分落实的
教学现状，设计针对一线教师的问卷，采用 EXCLE 对问卷进行分析，得出目前高中教师
对核心素养理论的理解较浅、对概率与统计这一部分内容重视程度不足、教学方法较传统
的教学现状等结论。
接着，根据问卷调查结果和对已有理论、教学案例的分析，总结教学中存在的问题和
不足，并据此提出基于数学核心素养的概率统计教学策略。根据本文提出的教学策略，构
建具体的教学案例，展示如何在概率统计教学中有效培养学生的数学核心素养。
最后，本研究将对基于数学核心素养的概率统计教学实践效果进行评估和反思，并对
实际教学中的障碍与问题进行小结，并给出教学建议，为今后的教学提供参考。

With the deepening of educational reforms and the thorough implementation of
the new curriculum standards, the importance of Probability and Statistics, as one of
the four main threads of high school mathematics education, has been increasing.
Mathematical core literacy, as a focal point of education, is regarded as a key driver
for enhancing the overall quality of the nation, stimulating innovative potential, and
strengthening the comprehensive strength of the country. In the "High School
Mathematics Curriculum Standards 2017 Edition Revised in 2020," it has been
proposed to enhance students' five core literacies in the teaching of Probability and
Statistics: data analysis, mathematical modeling, logical reasoning, mathematical
operations, and mathematical abstraction. It has become evident that constructing
classroom teaching of Probability and Statistics oriented towards mathematical core
literacy has been necessary.
This article has deeply explored the composition of mathematical core literacy
in the high school probability and statistics section. Firstly, through literature
research and exploratory research methods, it has combed through related literature
and theories, and has discussed the characteristics of high school probability and
statistics courses, as well as the core literacy goals that should have been achieved,
providing theoretical support for subsequent teaching practices.
Secondly, to understand the current state of high school probability and3
statistics teaching and the implementation of mathematical core literacy in this
section, a questionnaire has been designed for frontline teachers, and EXCLE has
been used to analyze the questionnaire. The conclusions drawn are that high school
teachers have a relatively shallow understanding of core literacy theory, have not
paid enough attention to the content of probability and statistics, and their teaching
methods have been traditional.
Subsequently, based on the questionnaire survey results and the analysis of
existing theories and teaching cases, the problems and deficiencies in teaching have
been summarized, and teaching strategies for probability and statistics based on
mathematical core literacy have been proposed accordingly. According to the
teaching strategies proposed in this paper, specific teaching cases have been
constructed to demonstrate how to effectively cultivate students' mathematical core
literacy in the teaching of probability and statistics.
Finally, this study has evaluated and reflected on the practical effects of
probability and statistics teaching based on mathematical core literacy, summarized
the obstacles and problems encountered in actual teaching, and provided teaching
suggestions to offer a reference for future teaching.