📚 Year 7 Statistics: Writing a Statistical Investigation Report – Framework & Example | 七年级统计：统计调查报告写作框架与范文
In Year 7, carrying out a statistical investigation is a key skill. You will be expected to plan a question, collect data, organise it into tables and charts, calculate averages and the range, then write a clear report explaining your findings. This guide gives you a complete writing framework and a full worked example so you can see exactly how to structure your work and earn top marks.
在七年级，开展一项统计调查是一项关键技能。你将需要提出一个问题、收集数据、将其整理成表格和图表、计算平均数和范围，然后撰写一份清晰的报告来解释你的发现。本指南为你提供了一个完整的写作框架和一篇完整的范文，让你能清楚地看到如何组织你的作业并获得高分。
1. What is a Statistical Investigation? | 什么是统计调查？
A statistical investigation means you look at a real-world question, gather numerical information (data), and use that data to draw conclusions. For example, you might ask ‘How many hours do Year 7 students spend on homework per week?’ The answer comes from data, not just a guess.
统计调查是指你观察一个现实世界的问题，收集数字信息（数据），并利用这些数据得出结论。例如，你可能会问“七年级学生每周花多少小时做作业？”答案来自于数据，而不仅仅是猜测。
In school, your teacher will want to see the whole process written down in a report. This is called a statistical investigation report. It must be clear, logical and include all the steps from start to finish.
在学校里，你的老师希望看到整个过程以报告的形式写下来。这就叫做统计调查报告。报告必须清晰、有逻辑，并包含从开始到结束的所有步骤。
2. The Overall Structure of a Report | 报告的总体结构
Every good statistical report follows a simple six-part structure. If you learn this framework, you will never miss out on marks:
每一篇好的统计报告都遵循一个简单的六部分结构。如果你学会这个框架，就绝不会丢分：
- Step 1: State your question or hypothesis
- Step 2: Explain how you collected the data
- Step 3: Present the data in tables and charts
- Step 4: Calculate averages and the range
- Step 5: Analyse what the numbers mean
- Step 6: Write a conclusion linked to your question
- 第一步：陈述你的问题或假设
- 第二步：解释你是如何收集数据的
- 第三步：用表格和图表呈现数据
- 第四步：计算平均数和范围
- 第五步：分析数字的含义
- 第六步：写出与你的问题相关的结论
We will go through each step in detail, and then show you a complete worked example using all of them together.
我们将详细讲解每一步，然后展示一个一起使用所有这些步骤的完整范文。
3. Step 1: Posing a Question or Hypothesis | 第一步：提出问题或假设
Your investigation must start with a clear question. A hypothesis is a statement you think is true and want to test with data. For a Year 7 report, a simple comparative question works best, such as ‘Do boys in Year 7 spend more time on screens than girls?’ or ‘What is the most common mode of transport to school?’
你的调查必须以一个清晰的问题开始。假设是你认为正确并想用数据来检验的陈述。对于七年级的报告，一个简单的比较性问题效果最好，例如“七年级男生花在屏幕上的时间比女生多吗？”或“最常见的上学交通方式是什么？”
Write your question at the very beginning of the report. It tells the reader exactly what you are trying to find out. Keep it measurable and realistic for the data you can collect in school.
在报告的开头写下你的问题。它确切地告诉读者你想找出什么。问题要可衡量，并且对于你在学校能收集到的数据来说是现实的。
4. Step 2: Collecting Data – Methods | 第二步：收集数据——方法
Describe how you gathered your information. Did you use a questionnaire, a survey, or an observation? State how many people you asked (your sample size) and whether you chose them randomly. For example: ‘I asked 30 students (15 boys and 15 girls) from my Year 7 class using a paper survey.’
描述你是如何收集信息的。你用的是问卷、调查还是观察？说明你问了多少人（样本量），以及你是否随机选择了他们。例如：“我用纸质问卷调查了我们七年级班级的 30 名学生（15 名男生和 15 名女生）。”
Always mention that you made sure the data was anonymous and that you explained why you were collecting it. This shows good practice. A simple table of your raw data can be included here or in an appendix.
一定要提到你确保了数据的匿名性，并且解释了为什么要收集数据。这体现了良好的实践。你的原始数据表格可以放在这里或附录中。
5. Step 3: Organising Data – Frequency Tables | 第三步：整理数据——频数表
Raw data is messy. You must tidy it up into a frequency table. A frequency table shows each value and how many times it appears. Use tally marks if you want, then add a frequency column.
原始数据很乱。你必须把它整理成一个频数表。频数表显示每个数值及其出现的次数。如果你愿意，可以用画记计数，然后添加一个频数列。
Here is an example of a simple frequency table for data on hours of screen time:
下面是一个关于屏幕时间（小时）数据的简单频数表示例：
| Hours of screen time | Tally | Frequency |
|---|---|---|
| 1 | III | 3 |
| 2 | IIII II | 7 |
| 3 | IIII | 5 |
| 4 | III | 3 |
| 5 | I | 1 |
Always label your tables with a clear title, such as ‘Table 1: Frequency table showing screen time per day.’ This helps the reader understand your data at a glance.
始终用清晰的标题标注你的表格，例如“表 1：显示每日屏幕时间的频数表”。这有助于读者一眼就理解你的数据。
6. Step 3 Continued: Presenting Data in Charts | 第三步续：用图表呈现数据
A chart makes patterns easy to see. For discrete data like this, a bar chart or a pictogram is perfect. Draw your chart neatly using pencil and ruler, or use spreadsheet software. Label the axes clearly: the horizontal axis shows the categories (hours), and the vertical axis shows the frequency.
图表让模式易于观察。对于此类离散数据，条形图或象形图非常合适。用铅笔和直尺整洁地绘制图表，或使用电子表格软件。清楚地标注坐标轴：横轴显示类别（小时数），纵轴显示频数。
In your written report, you cannot always draw the chart, but you must describe it. For example: ‘The bar chart shows that the highest bar is at 2 hours, meaning this is the most common amount of screen time. The data is not symmetrical; there is a tail to the right due to some students reporting 4 or 5 hours.’
在你的书面报告中，你并不总能绘制图表，但你必须描述它。例如：“条形图显示最高的柱子位于 2 小时处，意味着这是最常见的屏幕时间。数据并不对称；由于一些学生报告了 4 或 5 小时，图形右侧有一个尾部。”
Always refer to the chart in your analysis section and mention what the shape tells you. This shows deep understanding.
始终在分析部分提到图表，并说明其形状告诉你什么。这体现了深刻的理解。
7. Step 4: Calculating Averages – Mean, Median, Mode | 第四步：计算平均数——平均值、中位数、众数
Now you need three measures of central tendency. The mode is the most frequent value – in our screen time table, it is 2 hours. The median is the middle value when data is ordered. The mean is the arithmetic average. You must show your workings.
现在你需要三种集中趋势的度量。众数是出现最频繁的数值——在我们的屏幕时间表中，它是 2 小时。中位数是数据排序后位于中间的值。平均值是算术平均数。你必须展示计算过程。
For the screen time data with 20 students, we calculate the mean as follows:
对于 20 名学生的屏幕时间数据，我们计算平均值如下：
Mean = (1×3 + 2×7 + 3×5 + 4×3 + 5×1) / 20
Mean = (3 + 14 + 15 + 12 + 5) / 20 = 49 / 20 = 2.45 hours
The median position is (20+1)/2 = 10.5, so we average the 10th and 11th values. The ordered data gives the 10th value as 2 and the 11th as 3, so median = (2+3)/2 = 2.5 hours. The mode is 2 hours. All three should be stated clearly.
中位数的位置是 (20+1)/2 = 10.5，所以我们取第 10 和第 11 个值的平均数。排序后的数据中第 10 个值为 2，第 11 个值为 3，因此中位数 = (2+3)/2 = 2.5 小时。众数是 2 小时。这三个数值都应清楚地表述出来。
8. Step 4 Continued: The Range as a Measure of Spread | 第四步续：范围作为离散程度的度量
While averages tell you where the centre of your data is, the range tells you how spread out the data are. The range is simply the largest value minus the smallest value.
虽然平均数告诉你数据中心的所在，但范围告诉你数据的分散程度。范围就是最大值减去最小值。
For our screen time data: largest = 5 hours, smallest = 1 hour. So range = 5 – 1 = 4 hours. A large range means the data is very spread out; a small range means the values are close together. Always include the range in your calculations section.
对于我们的屏幕时间数据：最大值 = 5 小时，最小值 = 1 小时。因此范围 = 5 – 1 = 4 小时。范围大意味着数据非常分散；范围小则意味着数值很接近。始终在你的计算部分包含范围。
9. Step 5: Analysing and Interpreting Results | 第五步：分析和解释结果
This is where you explain what the numbers mean in words. Look at your averages and your chart. Do not just repeat the numbers – say what they reveal. For example: ‘The mean screen time is 2.45 hours, but the median is 2.5 hours, which suggests the distribution is fairly symmetrical, with a slight skew because the mean is a little lower than the median.’
这里你要用语言解释数字的含义。看看你的平均数和图表。不要只是重复数字——要说明它们揭示了什么。例如：“平均屏幕时间为 2.45 小时，但中位数为 2.5 小时，这表明分布相当对称，但因为平均值略低于中位数，所以有轻微的偏斜。”
Refer back to your original question. If you compared groups, now is the time to interpret the difference. Say something like: ‘The mode of 2 hours tells us that the most typical student spends 2 hours on screens. Since the range is 4 hours, there is a wide variation in habits.’
回顾你最初的问题。如果你比较了不同的组，现在就是解释差异的时候了。可以这么说：“众数 2 小时告诉我们，最典型的学生花 2 小时在屏幕上。由于范围是 4 小时，这表明习惯差异很大。”
10. Step 6: Writing a Strong Conclusion | 第六步：写出有力的结论
Your conclusion must answer the original question directly. Start by restating the question, then summarise the key findings using the most important statistics. For example: ‘In conclusion, the most common daily screen time for the Year 7 students surveyed is 2 hours. The average is 2.45 hours, with half the students spending 2.5 hours or less.’
你的结论必须直接回答最初的问题。首先重述问题，然后用最重要的统计数据总结关键发现。例如：“总之，接受调查的七年级学生最常见的每日屏幕时间是 2 小时。平均值为 2.45 小时，一半的学生花费 2.5 小时或更少。”
Do not introduce new data or claims. You can, however, add a short reflection: ‘I noticed that a few students had very high screen times, which increased the range. To improve this investigation, I could have asked a larger sample or included a question about the type of screen activity.’
不要引入新的数据或主张。不过，你可以添加简短的反思：“我注意到有少数学生的屏幕时间很长，这增加了范围。为了改进这项调查，我可以询问更大的样本，或者加入关于屏幕活动类型的问题。”
11. Worked Example: Screen Time Investigation Report – Part 1 | 范文：屏幕时间调查报告——第一部分
Below is a full example report based on the framework. Read it carefully and notice how each step is labelled. (Title, Question, Data Collection, Frequency Table)
以下是一份基于该框架的完整范文报告。仔细阅读，注意每一步是如何标注的。（标题、问题、数据收集、频数表）
Investigation Report: Daily Screen Time of Year 7 Students
Question: How many hours per day do Year 7 students spend looking at screens (phones, tablets, TV, computers) outside of school?
Data Collection: I surveyed 20 students (10 boys and 10 girls) from my Year 7 tutor group using a simple paper questionnaire. All responses were anonymous. I recorded the answers as whole hours.
调查报告：七年级学生每日屏幕时间
问题：七年级学生在校外每天花多少小时看屏幕（手机、平板、电视、电脑）？
数据收集：我用一份简单的纸质问卷，调查了来自我所在七年级辅导小组的 20 名学生（10 名男生和10 名女生）。所有回答均为匿名。我以整小时数记录了答案。
Raw data (hours): 2, 3, 1, 2, 4, 3, 2, 1, 5, 2, 3, 4, 2, 1, 2, 3, 2, 4, 3, 2
Table 1: Frequency table of daily screen time
| Screen time (hours) | Frequency |
|---|---|
| 1 | 3 |
| 2 | 7 |
| 3 | 5 |
| 4 | 3 |
| 5 | 1 |
原始数据（小时）：2, 3, 1, 2, 4, 3, 2, 1, 5, 2, 3, 4, 2, 1, 2, 3, 2, 4, 3, 2
表 1：每日屏幕时间频数表
| 屏幕时间（小时） | 频数 |
|---|---|
| 1 | 3 |
| 2 | 7 |
| 3 | 5 |
| 4 | 3 |
| 5 | 1 |
12. Worked Example: Screen Time Report – Part 2 (Chart, Averages, Analysis, Conclusion) | 范文：屏幕时间报告——第二部分（图表、平均数、分析、结论）
Chart: I drew a bar chart with screen time on the horizontal axis and frequency on the vertical axis. The chart shows that the mode is clearly 2 hours, with the bars decreasing on either side. There is a slight positive skew because of the single student reporting 5 hours.
图表：我绘制了一张条形图，横轴为屏幕时间，纵轴为频数。图表显示众数明显是 2 小时，两侧的柱子递减。由于有一名学生报告了 5 小时，图表呈现轻微的正偏态。
Averages and range:
Mode = 2 hours
Median = 2.5 hours
Mean = (1×3+2×7+3×5+4×3+5×1) / 20 = 49 / 20 = 2.45 hours
Range = 5 – 1 = 4 hours
平均数和范围：
众数 = 2 小时
中位数 = 2.5 小时
平均值 = (1×3+2×7+3×5+4×3+5×1) / 20 = 49 / 20 = 2.45 小时
范围 = 5 – 1 = 4 小时
Analysis: The mean (2.45 hours) and median (2.5 hours) are very close, which tells us the data is almost symmetric, with a tiny left skew. The mode of 2 hours reveals that more students report 2 hours than any other amount. The range of 4 hours shows that habits differ a lot: some students only spend 1 hour while one spends 5 hours. The bar for 2 hours is the tallest, confirming the typical value.
分析：平均值（2.45 小时）和中位数（2.5 小时）非常接近，这告诉我们数据近乎对称，有极微小的左偏。众数 2 小时表明，声称 2 小时的学生比其他任何时长都多。范围 4 小时显示习惯差异很大：有些学生只花 1 小时，而有一名学生花了 5 小时。代表 2 小时的柱子最高，证实了典型值。
Conclusion: In answer to the question ‘How many hours per day do Year 7 students spend on screens outside school?’, the most common amount is 2 hours. On average, students spend about 2.45 hours, but the wide range shows that individual habits vary a lot. The investigation could be extended by comparing boys and girls or by asking about weekend versus weekday screen time. Overall, the data gives a clear picture of typical screen use in this small sample.
结论：在回答“七年级学生校外每天花多少小时看屏幕？”这一问题时，最常见的时长是 2 小时。平均而言，学生大约花费 2.45 小时，但较大的范围显示个人习惯差异很大。这项调查可以通过比较男生和女生，或询问周末与工作日的屏幕时间来进行扩展。总体而言，这些数据清晰地展示了这一小样本中典型的屏幕使用情况。
Published by TutorHao | Statistics Revision Series | aleveler.com
更多咨询请联系16621398022（同微信）
屏轩国际教育cambridge primary/secondary checkpoint, cat4, ukiset,ukcat,igcse,alevel,PAT,STEP,MAT, ibdp,ap,ssat,sat,sat2课程辅导，国外大学本科硕士研究生博士课程论文辅导Cancel reply