Mere Renovation is Too Little Too Late: We Need to Rethink our Undergraduate Curriculum from the Ground Up
Mere Renovation is Too Little Too Late: We Need to Rethink our Undergraduate Curriculum from the Ground Up
复制标题
DOI：
10.1080/00031305.2015.1093029
复制
发表时间：
2015-10-02
影响因子：
1.8
通讯作者：
Cobb, George
中科院分区：
文献类型：
--
作者：
Cobb, George
在过去的六年里，《美国统计学家》发表了一些有说服力和挑衅性的呼吁，要求改变我们对统计学的看法，以及我们如何教授统计学，其中包括布朗和卡斯、诺兰和坦普尔-朗以及莱格勒埃塔尔。在过去的一年中，阿萨发布了一套新的全面的本科课程指导方针（阿萨，统计科学本科课程指导方针）。接受（并承认）所有这些作为背景，当前的文章认为有必要重新思考我们的课程从地面上，并提供了五个原则和两个警告，旨在帮助我们沿着道路走向一个新的综合。这些原则和警告依赖于我对三个平行演变的感觉：统计教育中数学，计算和背景作用的趋势趋同。这些持续的变化，加上上面引用的文章和利奥·布莱曼的开创性挑衅，要求我们对本科生的教学进行深刻的反思。特别是，在布朗和卡斯之后，我们应该优先考虑两个目标，使基本概念易于理解，并最大限度地减少研究的先决条件。[2014年12月收到。2015年7月修订]
The last half-dozen years have seen The American Statistician publish well-argued and provocative calls to change our thinking about statistics and how we teach it, among them Brown and Kass, Nolan and Temple-Lang, and Legler etal. Within this past year, the ASA has issued a new and comprehensive set of guidelines for undergraduate programs (ASA, Curriculum Guidelines for Undergraduate Programs in Statistical Science). Accepting (and applauding) all this as background, the current article argues the need to rethink our curriculum from the ground up, and offers five principles and two caveats intended to help us along the path toward a new synthesis. These principles and caveats rest on my sense of three parallel evolutions: the convergence of trends in the roles of mathematics, computation, and context within statistics education. These ongoing changes, together with the articles cited above and the seminal provocation by Leo Breiman call for a deep rethinking of what we teach to undergraduates. In particular, following Brown and Kass, we should put priority on two goals, to make fundamental concepts accessible and to minimize prerequisites to research.[Received December 2014. Revised July 2015]