Research On "Conjecture—Demonstration" Teaching Design Of Junior Middle School Mathematics Under The Guidance Of Logical Reasoning

The six core qualities put forward in the Standard of Mathematics Curriculum in Senior High School have always been the core topic in the field of mathematics education.Mathematics curriculum standards in compulsory education stage put forward ten core concepts including reasoning ability.Logical reasoning,as one of the core qualities of high school mathematics,is also included in ten core concepts,and its position is very important.It is a good time to develop logical reasoning literacy in junior high school,where logical thinking,memory,and attention are gradually stabilized but curiosity is still preserved.Logical reasoning mainly includes two aspects: classification reasoning and deductive reasoning,which complement each other and complement each other.In junior high school mathematics teaching,classification reasoning is often represented as "conjecture",and deductive reasoning is more expressed as "argumentation".Therefore,"conjecture-argumentation" is an important way to cultivate students' logical reasoning literacy.How to apply this method to cultivate logical reasoning literacy is an important problem worth studying.This research mainly uses the literature research method,the interview method,and the questionnaire survey method and so on research method.Firstly,the related literature of logical reasoning and conjecture is studied,and the starting point of the research is clarified,secondly,the present situation of reasoning and conjecture teaching and the related level of logical reasoning are investigated,and the causes of students' logical reasoning errors are analyzed deeply.Finally,based on the present situation and reasons,this paper puts forward the principle of "conjecture-argumentation" teaching design guided by logical reasoning literacy,and takes the typical class volume in the field of geometry and algebra of junior high school as the object.Has carried on the "conjecture-demonstration" the teaching design research.Through the research,it can be concluded that the training of logical reasoning especially reasonable reasoning in junior high school mathematics teaching is less,on the one hand,the teachers' daily teaching design will find the problems,and the problem will be found in teachers' daily teaching design.The initiative of proposition and conclusion is left to students,which leads to insufficient cultivation of students' logical reasoning.On the other hand,under the influence of this atmosphere,students find problems,put forward the lack of conjecture ability,reasoning process,communication lack of logic.Based on this,this study puts forward four principles of "conjecture-argumentation" teaching design guided by logical reasoning literacy,that is,logical literacy-oriented goal principle,teacher as initiator,student-oriented principle,and so on.And the principle of diversification of teaching activities.To study the way of teaching realization is "conjecture-argumentation" as the main line of teaching design,guiding students to find problems after reasonable reasoning in conjecture,putting forward propositions,encouraging students' inquiry ability,logical expression and communication in argumentation.finally draw mathematical conclusions of the teaching design.