📚 Statistical Report Writing: Framework & Sample for Year 7 (CIE) | 七年级CIE统计报告写作：框架与范文
In the Cambridge Lower Secondary Statistics curriculum, Year 7 learners are often asked to carry out a small statistical investigation and present their findings in a written report. This article provides a clear, step-by-step framework for writing such a report, followed by a full sample report on a topic familiar to students: daily screen time. You will learn how to structure your work, present data using tables and charts, calculate simple statistics, and draw meaningful conclusions in clear English and Chinese.
在剑桥初中阶段统计课程中，七年级学生经常需要开展小型统计调查，并将发现撰写成书面报告。本文提供一个清晰的、循序渐进的写作框架，并配上一篇以学生熟悉的话题“每日屏幕使用时间”为例的完整范文。你将学会如何结构化报告、用表格和图表展示数据、计算简单的统计量，并用清晰的中英文得出结论。
1. Understanding the Task | 理解任务要求
Before you begin writing, read the investigation question carefully. Most Year 7 (CIE) statistical reports ask you to collect primary data, organise it, calculate averages and range, and compare two groups or look for a pattern. Your report should tell a clear story: why you chose the topic, what you expected to find, how you collected information, what the numbers show, and what you learned.
在动笔之前，请仔细阅读探究题目。大多数七年级（CIE）统计报告要求你收集原始数据、整理数据、计算平均值和极差，并比较两个组别或寻找规律。你的报告应当讲述一个完整的故事：你为什么选择该主题、你预期得出什么结果、你如何收集信息、数据说明了什么，以及你从中学到了什么。
Common keywords in tasks include ‘investigate’, ‘compare’, ‘estimate’, and ‘conclude’. Always check whether you need to compare boys and girls, different year groups, or two related variables. The marking criteria often reward a logical structure, correct use of statistical vocabulary, accurate calculations, and an honest evaluation of your method.
任务中常见的关键词包括“调查”、“比较”、“估计”和“得出结论”。务必检查是否需要比较男生与女生、不同年级，或者两个相关变量。评分标准通常看重逻辑清晰的结构、正确使用统计术语、准确的计算，以及对方法的诚实评价。
2. Formulating a Hypothesis | 提出假设
A hypothesis is an educated guess about what you expect to find. For example, you might think that Year 7 girls spend more time on social media than Year 7 boys. Write your hypothesis as a clear statement. Avoid vague language; say ‘Girls will have a higher mean daily screen time than boys’ rather than ‘maybe girls use phones more’.
假设是对你预期发现的有根据的猜测。例如，你可能认为七年级女生在社交媒体上的时间比男生多。将你的假设写成一句清晰的陈述。避免模糊的语言；要说“女生的每日平均屏幕时间会高于男生”，而不是“也许女生用手机更多”。
It is perfectly fine if your data later does not support your hypothesis. In statistics, we test ideas with evidence, and a negative result is still a valuable finding. State your null hypothesis if your teacher expects it: ‘There will be no significant difference in mean screen time between boys and girls.’
如果后来数据不支持你的假设，也完全没有问题。在统计中，我们用证据检验想法，否定的结果仍然是有价值的发现。如果老师要求，可以陈述原假设：“男生和女生的平均屏幕时间没有显著差异。”
3. Planning Data Collection | 规划数据收集
Describe exactly how you will collect your data. Will you use a questionnaire, an online survey, or a tally chart in class? State your sample size and sampling method. For Year 7, a simple random sample or an opportunity sample (asking classmates) is common. You must also explain how you made sure the data was reliable and fair, e.g. asking questions in the same way to everyone.
准确描述你将如何收集数据。你会使用问卷、在线调查还是课堂上的计数表？说明你的样本量和抽样方法。对七年级来说，简单随机抽样或便利抽样（询问同班同学）较为常见。你还必须解释如何确保数据的可靠性和公平性，例如以同样的方式向每个人提问。
Design a data collection sheet before you start. This could be a table with columns for gender, age, and screen time in hours. Plan to record answers in a consistent unit, such as hours per day rounded to the nearest half hour.
开始收集前设计好数据记录表。可以是一张包含性别、年龄和屏幕时间（小时）列的表格。计划用一致的单位记录答案，例如以小时每天为单位，四舍五入到最近的半小时。
Example table heading: Gender | Screen Time (hours/day)
示例表头：性别 | 屏幕时间（小时/天）
4. Collecting the Data | 收集数据
Carry out your plan and record the raw data neatly. If you are comparing boys and girls, aim to collect at least 20 responses from each group (total 40) so that your averages are more meaningful. Smaller samples may still work for classroom practice, but a larger sample reduces the effect of unusual values (outliers).
实施你的计划并整齐地记录原始数据。如果你在比较男生和女生，争取每个组别至少收集20个回答（共40个），这样计算出的平均值更有意义。较小的样本在课堂练习中仍然可行，但更大的样本量可以减小异常值（离群点）的影响。
Include your full raw data table in the appendix, but refer to it in the main report. Remember to anonymise participants – use ‘Student 1’, ‘Student 2’, not real names. Note any difficulties you faced during collection, such as some students giving estimated times rather than exact figures.
在附录中放入完整的原始数据表，但在报告正文中提及它。记得匿名化参与者——使用“学生1”“学生2”，而非真实姓名。记下你在收集过程中遇到的任何困难，比如有些学生给出的是估计时间而非精确数据。
5. Organising Data: Tables and Charts | 整理数据：表格与图表
Once you have raw data, organise it into frequency tables or grouped frequency tables. For continuous data like time, choose sensible class intervals, e.g. 0–1 hour, 1–2 hours, 2–3 hours. Make sure intervals do not overlap. Construct a frequency table for boys and one for girls, or a combined two-way table to allow easy comparison.
拿到原始数据后，将它整理成频数表或分组频数表。对于时间这类连续数据，选择合适的组距，如0–1小时、1–2小时、2–3小时。确保组距不重叠。分别制作男生和女生的频数表，或者制作一个组合的双向表以便比较。
| Screen Time (hours) | Boys (frequency) | Girls (frequency) |
|---|---|---|
| 0 ≤ t < 1 | 3 | 1 |
| 1 ≤ t < 2 | 7 | 4 |
| 2 ≤ t < 3 | 8 | 9 |
| 3 ≤ t < 4 | 2 | 5 |
| 4 ≤ t < 5 | 0 | 1 |
Next, present your data using an appropriate chart. For comparing distributions, a back-to-back stem-and-leaf plot, a dual bar chart, or comparative pie charts can be effective. Year 7 students often use bar charts or pictograms. Always label axes, give a title, and include a key if needed.
接下来，用合适的图表展示数据。要比较分布，背对背茎叶图、双条形图或对比饼图都很有效。七年级学生通常使用条形图或象形图。务必标记坐标轴、给出标题，并在需要时添加图例。
In your report, describe the shape of the distribution you see. Is it roughly symmetric, or is it skewed towards higher values? Use phrases like ‘the data is clustered around 2–3 hours’ or ‘there is a longer tail to the right for girls, suggesting some girls have very high screen time’.
在报告中，描述你看到的分布形状。它大致对称，还是向高值偏斜？使用诸如“数据集中在2–3小时附近”或“女生的分布右侧尾巴较长，表明有些女生屏幕时间很长”的句式。
6. Calculating Statistics: Mean, Median, Mode and Range | 计算统计量：平均数、中位数、众数和极差
For each group, calculate the three averages and the range. Use the raw data, not the grouped frequency table, for accuracy if possible. Show your working steps clearly. For the mean, sum all values and divide by the number of values. Write the formula in words, then substitute numbers.
对每个组别，计算三种平均数和极差。如果可能，使用原始数据而非分组频数表以提高准确性。清楚地展示你的计算步骤。对于平均数，将所有数值求和再除以数值的个数。用文字写出公式，然后代入数字。
Mean = (Sum of all data values) ÷ (Total number of data values)
平均数 =（所有数据值之和）÷（数据值的总个数）
For the median, order the data from smallest to largest and find the middle value. If there are two middle values, find their mean. The mode is the value that appears most often. The range is simply the largest value minus the smallest value. Present your results in a comparison table.
对于中位数，将数据从小到大排序，找到中间的值。如果有两个中间值，求它们的平均数。众数是出现次数最多的值。极差就是最大值减最小值。将结果呈现在对比表格中。
| Statistic | Boys | Girls |
|---|---|---|
| Mean (hours) | 2.1 | 2.7 |
| Median (hours) | 2.0 | 2.5 |
| Mode (hours) | 2.0 | 3.0 |
| Range (hours) | 3.5 | 4.5 |
Always write a sentence that connects the statistics back to your hypothesis. For example: ‘The mean screen time for girls (2.7 hours) is 0.6 hours higher than for boys (2.1 hours), which supports my initial hypothesis.’
始终要写一句话，将统计量连接到你的假设上。例如：“女生的平均屏幕时间（2.7小时）比男生（2.1小时）高0.6小时，这支持了我最初的假设。”
7. Interpreting Your Findings | 解读你的发现
Go beyond the numbers and explain what they might mean. Why do you think girls had a higher mean screen time? Perhaps they use social media more, or maybe the boys in your sample played more outdoor sports. Do not make wild guesses – link your reasoning to what you observed during data collection or to common knowledge that could be supported by other studies.
要超越数字本身，解释它们可能意味着什么。你认为为什么女生的平均屏幕时间更高？也许她们使用社交媒体更多，或者样本中的男生更多地进行户外运动。不要胡乱猜测——将你的推理与你数据收集中的观察联系起来，或与其他研究可能支持的一般认识联系起来。
Also note the spread of the data. A larger range for girls suggests there is more variation in that group. An outlier, like one girl reporting 5 hours of screen time, might increase the mean. Mention whether you think the median or the mean gives a better picture of a typical student.
还要注意数据的离散程度。女生数据较大的极差表明该组内差异更大。一个离群值，比如一位女生报告了5小时屏幕时间，可能会拉高平均数。提及你认为中位数还是平均数更能反映典型学生的情况。
8. Drawing Conclusions | 得出结论
Summarise your key findings in a short paragraph. State clearly whether your hypothesis was supported or not. Do not just say ‘my hypothesis was correct’ – back it up with the specific numbers. For instance: ‘The hypothesis that girls spend more daily screen time than boys was supported, as shown by a higher mean (2.7 vs 2.1 hours) and a higher median (2.5 vs 2.0 hours).’
用一小段话总结你的关键发现。清楚说明你的假设是否得到支持。不要只说“我的假设是对的”——用具体数字来支持。例如：“女生比男生每日屏幕时间更长的假设得到了支持，表现为更高的平均数（2.7对2.1小时）和更高的中位数（2.5对2.0小时）。”
End with a statement that looks forward or suggests a practical recommendation. For example: ‘To reduce screen time, schools might encourage break-time activities that do not involve devices.’
最后用一句展望未来或提出实际建议的话作结。例如：“为减少屏幕时间，学校可以鼓励不使用电子设备的课间活动。”
9. Evaluating the Process | 过程评估
A reflective evaluation shows deeper thinking. Ask yourself: Was my sample size big enough? Was my sample representative, or did I only ask my friends? Could the way I measured screen time lead to errors? Did people understand the question in the same way? Note any changes you would make if you did the investigation again, such as using a random number generator to select participants or collecting data on a weekday as well as a weekend.
反思性评价展现了更深层的思考。问自己：我的样本量够大吗？我的样本是否具有代表性，还是我只问了朋友？我衡量屏幕时间的方式可能导致误差吗？人们是否以相同方式理解问题？记录下如果重做调查你会做出的任何改变，例如使用随机数生成器来选择参与者，或同时收集平日和周末的数据。
Discuss any outliers and how you treated them. Did you include them in your calculations, or did you calculate the mean with and without them to see the effect? Year 7 evaluators want to see that you recognise the limitations of your own study. This is a sign of a mature statistical thinker.
讨论任何离群值以及你是如何处理它们的。你是否将它们纳入计算，还是你分别计算了剔除和不剔除离群值时的平均值以观察影响？七年级的评估者希望看到你认识到自己研究的局限性。这是成熟统计思维者的标志。
10. Sample Report: Screen Time Survey | 范文：屏幕时间调查
Below is a shortened sample report that follows the framework described. Use it as a model for your own writing, paying attention to the structure, the linking phrases, and the balance between data presentation and explanation.
以下是一篇遵循所述框架的简版范文。用它作为自己写作的范本，注意其结构、衔接短语以及数据呈现与解释之间的平衡。
Title: An Investigation into the Daily Screen Time of Year 7 Boys and Girls
标题：关于七年级男生与女生每日屏幕时间的调查
Hypothesis: Year 7 girls have a higher mean daily screen time than Year 7 boys.
假设：七年级女生的每日平均屏幕时间高于男生。
Method: I used an opportunity sample of 40 students (20 boys, 20 girls) from my year group. I asked each participant, 'On an average school day, how many hours of screen time (phone, tablet, TV, computer) do you have, to the nearest half hour?' Responses were recorded on a tally sheet.
方法：我使用了来自我所在年级的40名学生（20名男生，20名女生）的便利样本。我问每位参与者：“在普通上学日，你有多少小时屏幕时间（手机、平板、电视、电脑），精确到半小时？”回答记录在计数表上。
Results: The mean screen time for boys was 2.1 hours, and for girls was 2.7 hours. The median for boys was 2.0 hours, for girls 2.5 hours. The range was 3.5 hours for boys and 4.5 hours for girls. A dual bar chart of the grouped frequency data showed that girls' data was more spread out, with one girl reporting 5 hours.
结果：男生的平均屏幕时间为2.1小时，女生为2.7小时。男生的中位数为2.0小时，女生为2.5小时。极差为男生3.5小时，女生4.5小时。分组频数数据的双条形图显示女生的数据更为分散，有一位女生报告了5小时。
Conclusion: The hypothesis was supported: girls' mean screen time was 0.6 hours higher. However, the larger range for girls suggests not all girls follow this pattern. The median might be a better typical value, which also showed a difference of 0.5 hours. The investigation was limited by the small sample from one school day only.
结论：假设得到支持：女生的平均屏幕时间高0.6小时。然而，女生较大的极差表明并非所有女生都遵循这一模式。中位数可能是更好的典型值，也显示出0.5小时的差异。调查受限于仅来自一个上学日的小样本。
Evaluation: Next time, I would collect data over a whole week and use a random sample from the whole year. Asking about specific app usage might reveal more about why girls scored higher.
评价：下一次，我会收集一整周的数据，并采用全年级的随机样本。询问具体应用使用情况可能更能揭示女生得分更高的原因。
Published by TutorHao | Statistics Revision Series | aleveler.com
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