Analysis And Research On Correlation Of High School Students' Mathematical And Physical Knowledge With Scientific Reasoning Ability

As an important component of the scientific exploration ability, scientific reasoning ability plays an irreplaceable role in training and developing of student's scientific accomplishment. Since the 1960s, scientific reasoning ability has become a great important question to the domestic and overseas scholars, and the scholars have been doing related researches. The problems, such as how to assess scientific reasoning ability of students, what's the research status of scientific reasoning ability, what's the relationship between the scientific reasoning ability of students and the knowledge of physical and mathematics, all these are worth of studying.This thesis selects some representative high schools in central China, Using the questionnaire investigation of education research methods and statistics methods to analysis and further explore the correlation of high school student's mathematical knowledge and scientific reasoning ability.First of all, based on the demands of new curriculum reform---improving student's quality comprehensively, combined with high school students thinking cognitive level, this thesis analysis the correlation of student's mathematics physics knowledge and scientific reasoning ability, the result shows that the correlation between student's knowledge and scientific reasoning ability is very weak.Then we analysis the students of senior and grade two longitudinal in a scientific reasoning, and we found that the students' scientific reasoning ability improve gradually as they grow up. This paper considers that students' scientific reasoning ability correlates with the students'cognitive level, so we make a deep analysis in the cognitive level in form operational stage, combining with relevant Lawson pretest test results and the Piaget cognitive theory. Meanwhile, this thesis studies the scientific reasoning ability differences between boys and girls, the results show that boys and girls don't show significant differences.Finally, this thesis carries out analysis according to the real data, and summarizes the view of the point, hoping to provide some suggestions for the high-school science teachers. At the same time, the author also gives prospect about future teaching and research direction. This thesis strives to provide some proposals for the scientific reasoning ability development of high school students. Because of student's thinking development is changing constantly, and cognitive level is rising, the teacher needs to combine students' cognitive level, using the appropriate teaching method, to help students improve their scientific reasoning ability actively.