Research Of Plausible Reasoning In High School Mathematics Curriculum

According to generally viewpoint of mathematics thinking and method, there are two reasoning in mathematics: argument reasoning and plausible reasoning. Among them, argument reasoning is used to prove mathematics question and plausible reasoning is used to discover mathematics question or to find the way of solving it. But our country mathematics educational circles always attach great importance to the student argument reasoning ability culture, but have ignored the teaching plausible reasoning. Deepening reforming with education, we pay more and more attention to plausible reasoning and its effect and meaning in mathematical education today.There are contents correlated to plausible reasoning in mathematic curricula of high school in many countries. It can be seen in three countries such as America, Hungary and England, which became a trend in more countries. To comply with this trend, our country promulgated"the Ordinary High school Mathematics Curricula Standard (Experiment)"(Standard in the following)in 2003, which firstly included plausible reasoning into high school mathematic curricula. Those researches have already study plausible reasoning from gathered the plausible reasoning in the rationale, gathered the educational model of the plausible reasoning in middle school, gathered the education significance of plausible reasoning, but there are not regarding the present situation of plausible reasoning teaching research actually.So far, the high school mathematics new curriculum has already entered the third turn experiment. This is the first time of plausible reasoning being introduce into high school curricula, so what is the situation in practice and how does teachers and students know about plausible reasoning? After study the plausible reasoning, students'logical reasoning ability have raised or not? And what are the difficulties in teaching plausible reasoning? These are all unknown, although the answers of above questions are very important. Since we want to promote the result of the experiment nationwide, we need to understand existing problems and improve effectively in plausible reasoning teaching to adapt it to special situation in China. We study the present situation of plausible reasoning teaching in high school curricula in this paper.We investigate the following aspects of questions mainly:Firstly, what is the attitude and knowledgement of teachers about contents of plausible reasoning?Secondly, after study the plausible reasoning, students'logical reasoning ability have risen or not?Thirdly, what are the difficulties in teaching plausible reasoning?The result of the investigation indicated that it is successful to involve contents of plausible reasoning in high school mathematic curricula on the whole. Most teachers and students welcome the involvements of plausible reasoning and agree its educating significance; however, there are there problems in practice: First, after study plausible reasoning, students are not understanding it and not to apply it. Second, there are not enough curriculum resources and teaching class for teachers. Third, the evaluation of the conclusions drawn from plausible reasoning is lack of theoretical guidance.We think the reasons for above problems are as following: firstly, plausible reasoning curriculum has its own deficiency because it has only macroscopic requirement and lacks specific measure; next, teachers have their own notion which cause problems; besides, curriculum resources are not sufficient; finally, contents of teachers'train can't meet teachers'needs.In order to effectively improve high school mathematics plausible reasoning, in view of curriculum, evaluating, teachers and so on, I think, first of all, teach plausible reasoning as early as possible, and combined with the other chapters, reasoning infiltration of the application; Second, the expert should combine example, give a specific evaluation method; Third, strengthening teacher training; Finally, the teachers themselves have to do research, and think more about how to teach such content. We hope that these proposals can provide reference for the implement of the new curriculums in our country, as well as make a bit contribution to improve the new curriculum.