The Study Of The Logical Reasoning In High School Mathematics Curriculum And Teaching Strategy

In 2018,the State promulgated the 《Mathematics Curriculum Standards for Senior High School(2017 Edition)》(hereinafter referred to as《Standard》),emphasizing the cultivation of six core mathematics literacy,including students’ logical reasoning literacy.This paper studies logic reasoning and its teaching strategies in senior high school mathematics curriculum,including both theory and practice.The main conclusions are as follows:1.Divide the dimensions and levels of logic reasoning literacy of high school students.Logical reasoning is divided into three dimensions: deductive reasoning,inductive reasoning and analogical reasoning.On the basis of theoretical basis and empirical investigation,each dimension is divided into three levels: experience stage,analysis stage and comprehensive stage.2.Establish the key elements of logical reasoning.According to the specific requirements and main performances of logical reasoning in the《Standard》,as well as the relationship between concepts,propositions and reasoning,mathematical logical reasoning literacy can be summarized as four key elements: the expression of definitions and propositions;the general form of reasoning;the thinking process of inductive reasoning;the thinking process of deductive reasoning.3.To understand the status of high school students’ logical reasoning literacy.By designing test papers to test the logic reasoning literacy of 805 senior high school students in four schools,it is found that:(1)From the test results,the overall level of logic reasoning literacy of senior high school students is not ideal;(2)The level of logic reasoning of senior high school students gradually increases with grade;(3)There are significant differences between senior one and senior two,senior one and senior three,senior two.There is no significant difference between senior three and senior three.(4)The logical reasoning literacy of all senior high school students can reach level one;nearly two-thirds of students can reach level two;but very few students can reach level three.4.According to the content of compulsory courses and selective compulsory courses defined in the 《Standard》,the current Mathematics Textbook A,which was adopted in 2004,was selected for sorting out.By sorting out the definitions,theorems and exercises involved in the three main lines of "function" "geometry and algebra" "probability and statistics",it is found that 20.4% of definitions are put forward by induction,10.7% by analogy,and the remaining 68.9% by deduction.In definitions and exercises,the proportion of introducing problems through situations is quite small,and the scientific situation is quite small.The proportion of situations is very low,and the creation of some situations is slightly far-fetched.In order to better embody the educational goal of cultivating students’ logical reasoning literacy,the presentation of knowledge in textbooks should be more diverse,exploratory and contemporary.5.Suggestions on teaching strategies are put forward.Taking the main functions in senior high school mathematics as the starting point,the paper tests,student interviews and teacher interviews are used to analyze senior high school students’ understanding and attitudes towards functions.With the help of teachers,a practical course of functional modeling is offered in groups.By investigating and researching the conclusions and the effect of setting up functional modeling practice course,the paper puts forward the problem-driven teaching mode of logical reasoning literacy.Through the test results,interview records,practice course process and reflection,it is found that students’ attitudes,emotions and values to mathematics are very important.High school students must study actively in order to learn mathematics well and form mathematical literacy.For this reason,high school mathematics teachers need to "create appropriate teaching situations,put forward appropriate mathematical problems",arouse students’ thinking,guide students to understand the necessity of concepts or methods,and their role in the development of mathematics,so that students can "feel" the essence of the problems to be studied in the process of thinking,understand the logical relationship between propositions,and in the process of "perception" and "understanding".Learning to think on the basis of "understanding" and finally forming and developing the logical reasoning literacy of mathematics is the key point of thinking in the teaching design based on the core literacy of mathematics.