略论统计学的研究对象和学科建设

略论统计学的研究对象和学科建设文／江苏淮海工学院温素彬统计学一级学科的确立和“大统计”建设是近年来统计学界讨论较多的问题。无论是一级学科的确立,还是“大统计”的建设,都需要对统计学的研究对象和学科建设等有一个重新认识。一、统计学的研究对象任何一门学科...     

再议统计学的研究

再议统计学的研究首都经贸大学纪宏１９９２年发布中华人民共和国国家标准——《学科分类与代码》将统计学列为一级学科，这对提高统计学的地位，推动统计学的发展具有很有益的推动作用。正因为如此，我国统计界也提出了“大统计学”的设想。从这一设想出发，来完善发展统...     

我国近现代统计学发展

本文在查阅大量文献的基础上，系统梳理了近代西方统计理论传入我国之后统计学的发展历程。从西方统计理论的传入到统计学在我国的本土化发展，从统计学“一门”与“两门”之争到“大统计”思想的兴起、再到统计学一级学科的建立，从统计学术组织的成立、发展到其对统计学科建设的推动作用，本文尽可能客观地对以上内容进行回顾和展现，以期读者对我国近现代统计学发展有一个基本的了解。     

统计学的历史回顾与体系构建

文章对统计学的发展历史作了全面系统的考察，依据大量可靠的史料，总结出从古典统计学的形成到近代统计学的发展是三个源流相互渗透的结果，现代统计学的分野到统一是历史的必然，社会经济统计学在我国的“一统天下”是科学发展的一种畸形现象。在此基础上，文章提出了顺应历史发展潮流，构建“大统计学”学科体系的意义及具体设想     

关于统计学的性质与发展问题

一、对统计学学科性质的基本认识　　“什么是统计学 ,怎样发展统计学”在我国统计学界是一个有争议的问题。统计学者对统计学的性质问题历来众说纷纭 ,远在 1 869年的第七次国际统计会议上 ,在讨论关于统计学的定义时 ,据说竟有 1 80余种之多。对于学科性质的理解既是学术问题 ,也有思想认识问题 ,只能通过研讨和交流来加深理解 ,以达到提高认识、促进学科健康发展的目的。笔者的基本观点是 :既不赞成统计学属于数学范畴 ,也不赞成统计学属于经济学范畴 ,更不赞成“社会经济统计学”与“数理统计学”分立的观点。我推崇“大统计”思想 ,认…     

统计学是研究如何生产统计信息产品的科学——兼谈统计学的学科分类与专业设置问题

要发展大统计学科,我认为,首先要确立统计学的性质。因为只有明确了统计学的性质,才能明确大统计学科应该包含哪些内容,从而界定哪些分类学科属于大统计学科范畴。在统计学前冠以“大”字,此处并无实质性意义,仅仅是为了强调需要建立和发展内容丰富、内涵统一的一门统计学。     

关于社会经济统计学的存在性及其研究对象的思考

“大统计学”观点的提出,标志着我国数理统计学和社会经济统计学学科地位之争的结束。大统计学是包括社会经济统计学在内的学科群,以“统计学”之名代替“社会经济统计学”未必合适。本文通过社会经济统计学存在性的分析说明其是一门独立的学科;通过若干典型的研究对象表述的比较,结合其学科性质和研究方法,作者提出了一种较为科学的研究对象表述方法。     

有关统计学学科体系的调查

９９８年，国家统计局统计科研所承担了社科基金资助项目《构造与完善统计学学科体系》课题。为了进一步扎实课题研究的基础材料以及了解不同职业、不同职称、不同年龄的专家学者对统计学学科体系相关问题的态度，课题组精心设计了“构造与完善统计学学科体系问卷调查表”...     

统计学历史的回顾与未来体系的构建

随着社会主义市场经济体制的逐步建立，统计实践对统计理论提出了新的更高的要求，加之统计国际交往的加强，我国统计界提出了建立涵盖社会经济统计学和数理统计学的“大统计”学观点，有人持肯定态度，有人提出质疑，但是赞同者是主流。笔者试图对统计学的发展加以比较系统的历史考察，在过去、现在和未来的三维时间关系中（过去是现在的沉淀，未来又是现在的科学延伸），探究统计学发展的内在规律．并在此基础上阐述对构建“大统计学”学科体系的一孔之见，以期抛砖引玉。一、古典统计学形成到向近代统计学发展是三个源流沙进的结果在统计…     

对建立统计学学科体系的探讨

哲学和数学作为统计学传统的理论基础至今依然发挥重要作用，而系统论等“老三论”及“新三论”成为统计学的前沿理论基础亦将是世界科技历史发展的必然。同时，我国和国际统计事业的发展需要数理统计学成为统计理论的核心。文章结合统计学的发展历程、现状及前景针对建立统计学学科体系的几个基本问题予以阐述，并在此基础上提出了统计学学科新体系的构建设想；同时，也对该体系在相关的统计教育中的实施及影响作了初步探讨     

Indicators for democratic debate

One possible way for official statistics to become more useful and visible in public debate is to time the publication programme to match major events in society, such as local and general elections. Svein Longva , head of Statistics Norway, describes how, in the run-up to the last three Norwegian elections, Statistics Norway has published statistics and background analyses considered relevant to issues addressed in the election campaign. The response has been overwhelmingly positive and there have been no complaints that Statistics Norway interferes in the political debate or presents biased information.     

Three-Factor Cartographic Representation

Statistics and statisticians have contributed to industry. Attention has been given to the appropriate training of statisticians for careers in industry. Statistics is used with benefit to industry in quality control, experimental design in research and development, and management decisions. Statistics can benefit from industry's assistance, the subject of this article. Five premises are set forth, three of them suggesting problems for statistics and industry. They relate to public understanding of statistics, the recruitment of students to statistics, the recruitment of statisticians to industry, and the relevance of research in statistics to the needs of industry. Thirteen recommendations are made on what industry can do for statistics and suggestions are made on how the American Statistical Association and the American Society for Quality Control can provide leadership in meeting the problems posed with the help of industry.     

关于中国统计学科建设的若干思考

After State Technology Supervision Bureau of China officially approved statistics shifting to First class subject, led by the National Statistical Society of China, the scholars majored in Socio-economic Statistics and Mathematical Statistics began to cooperate sincerely so as to develop statistics in China. Many scholars put forward beneficial suggestions for it. But, there are really some viewpoints to the meditated seriously, this thesis presents some deliberative question aimed of at papers written by Qiu Dong and Ma Baogui published in “ Statistical Research ” 1995. No. 4.     

The Current Landscape of Teaching Analytics to Business Students at Institutions of Higher Education: Who is Teaching What?

Business analytics continues to become increasingly important in business and therefore in business education. We surveyed faculty who teach statistics or whose institutions offer statistics to business students and conducted web searches of business analytics and data science programs that are offered by these faculties associated with schools of business. The intent of the survey and web searches was to gain insight on the current landscape of business analytics and how it may work synergistically with data science at institutions of higher education, as well as inform the role that statistics education plays in the era of big data. The study presents an analysis of subject areas (Statistics, Operations Research, Management Information Systems, Data Analytics, and Soft Skills) covered in courses offered by institutions with undergraduate degrees in business analytics or data science influencing statistics taught to business students. Given the notable contribution of statistics to the study of business analytics and data science and the importance of knowledge and skills acquired in statistics-based courses not only for students pursuing a major or minor in the discipline, but also for all business majors entering the current data-centric business environment, we present findings about who is teaching what in business statistics education.     

No islands: charting a course for UK official statistics

Our system of official statistics in the UK is one of the most decentralised and elaborate in the world. As well as the Office for National Statistics (ONS), it spans several sizeable centres of expertise in Whitehall departments and in the three devolved administrations; and it embraces agencies such as the Higher Education Statistics Agency and the Information Centre for Health and Social Care, which sit at arms length from central departments. In 2008, legislation establishing a new Statistics Board, with oversight not just of the ONS but of all official figures produced by these bodies, will come fully into force. Richard Alldritt of the Statistics Commission and Richard Laux of the ONS identify some of the challenges facing the statistical system at this time of transition and suggests a course that the Statistics Board might want to steer.     

Current challenges in statistics: large-lecture courses

Each semester approximately 80% of the students taught by the Florida State University Department of Statistics are enrolled in STA 3014: Fundamental Business Statistics. During the academic year this course is taught in large lecture sections of 250 students each. It is either the only statistics course or one of two statistics courses taken in their undergraduate career for probably 90% of these students. A similar situation exists in many statistics departments around the nation.

These large introductory courses offer us the opportunity to introduce the power of statistics to a large fraction of our future business leaders. In the past it appears that this opportunity has often been missed. In fact, some suggest that these courses help contribute to the general public's negative attitude toward statistics courses, the discipline of statistics, and statisticians.

Hence, I propose that one of the current challenges in statistics is the challenge of improving the quality of these courses so that statistics may contribute to the improvement of quality and productivity in the United States, a vital national issue. In this paper I report on my experiences in grappling with this challenge in STA 3014.     

《统计通论》的版本、内容及影响

《统计通论》是20世纪上半叶在中日两国十分流行的社会统计学教材,截止1921年6月,其日文版在日本发行了42个版本,截止1931年5月为止,其中文版由商务印书馆共发行了10个版次。此书前身乃横山雅男的《统计学讲义》,也即1903年时中书局版《统计讲义录》（钮永建与林卓男译）的底本,1908年版孟森译《统计通论》的底本乃日文版《统计通论》的第4版（1904年）。该书包含社会统计学最基本内容,它不仅在日本普及了西方近代统计学理论和方法,而且在中国推动了传统统计思想方法向现代的转变,在晚清、民国时期的统计学教育中发挥了重要作用。     

互联网统计研究

互联网发展从IT到DT已经成为必然的趋势,本文研究了DT时代的统计思维,提出互联网统计概念和互联网统计体系的基本内容,研究了面向未来发展的互联统计、互通统计、互动统计的互联网统计理论体系。考察了国际电信联盟、中国互联网络信息中心的互联网统计体系,以及国家统计局企业信息化和电子商务统计,指出存在的问题和与实际需要的巨大缺口,研究了互联网统计发展所面临的挑战,提出了我国互联网统计发展的政策建议。     

关于大统计学理论问题的再思考

关于大统计学理论问题的再思考杨灿ＡＢＳＴＲＡＣＴ＂ＧｅｎｅｒａｌＳｔａｔｉｓｔｉｃｓ＂,ａｓａｎｉｎｎｏｖａｔｏｒｙｃｏｎｃｅｐｔｉｏｎ,ｉｓｒｅａｓｏｎａｂｌｅｂｅｃａｕｓｅｉｔａｃ－ｃｏｒｄｓｗｉｔｈｔｈｅｉｎｈｅｒｅｎｔｒｅｑｕｉｒｅｍｅｎｔｓ...     

Introductory Statistics Textbooks and the GAISE Recommendations

The six recommendations made by the Guidelines for Assessment and Instruction in Statistics Education (GAISE) committee were first communicated in 2005 and more formally in 2010. In this article, 25 introductory statistics textbooks are examined to assess how well these textbooks have incorporated the three GAISE recommendations most relevant to implementation in textbooks (statistical literacy and thinking; use of real data; stress concepts over procedures). The implementation of another recommendation (using technology) is described but not assessed. In general, most textbooks appear to be adopting the GAISE recommendations reasonably well in both exposition and exercises. The textbooks are particularly adept at using real data, using real data well, and promoting statistical literacy. Textbooks are less adept—but still rated reasonably well, in general—at explaining concepts over procedures and promoting statistical thinking. In contrast, few textbooks have easy-usable glossaries of statistical terms to assist with understanding of statistical language and literacy development. Supplementary materials for this article are available online.