Study On The Relationship Of Teacher Feedback Between The Fifth Grade Students' Reasoning Ability

Reasoning is the process of deducing another argument or some new knowledge from the known information through certain logical procedures.It contains three elements: first,the premise,which is known information as the basis or starting point of the reasoning;Second,the conclusion is the new judgment and new knowledge derived from the known information.The third is the form of reasoning,which is the way to derive a conclusion from the premises.Reasoning ability refers to one's ability to deduce another or some new assertions or new knowledge from known information through certain logical procedures.The cultivation of reasoning ability is becoming more and more important indicators for schools to train students.Teacher feedback is a kind of teacher's response to students' learning situation with the purpose of promoting students' knowledge acquisition and ability development.Through observation,it is found that teachers' words and deeds are of great significance to the development of students' ability.Research on teacher feedback and reasoning ability of 401 fifth-grade students in H city,H province by using SPM and self-designed teacher feedback questionnaire.To explore the correlation between teacher feedback and reasoning ability of fifth grade students.Research findings:1.The reasoning ability level and reasoning ability norm of grade five students show consistency.Excellent reasoning ability accounts for 11%,poor reasoning ability accounts for 6%,middle reasoning ability accounts for 33%,and good reasoning ability accounts for 49%.There are differences in gender and school factors in students' reasoning ability: the gender difference is manifested in that female students are significantly higher than male students in the dimension of serial relationship ability,and male students are significantly higher than female students in the dimension of abstract reasoning ability.The differences in school reasoning ability are reflected in the series relation,abstract reasoning ability and general reasoning ability.2.The teachers of grade five students attach great importance to the use of process feedback,and there is no difference in the teachers' feedback perceived by students of different reasoning abilities.There are no gender differences in teacher feedback,but there are school differences.The school difference is shown as follows: in the dimension of outcome feedback,the students in Y primary school are significantly higher than those in S primary school and Z primary school.3.The fifth grade primary school students have negative correlation with reasoning ability in the dimension of result-oriented feedback,which is manifested in the negative correlation between result-oriented feedback and similar comparison,serial relation and overall reasoning ability.Male and female students showed different correlation between reasoning and feedback: male students showed negative correlation between outcome feedback and perceptual discrimination,serial relations,and total reasoning ability;However,there was no correlation between reasoning and feedback among girls.There are also differences in reasoning feedback between students in different schools.Therefore,it can be excluded that the correlation between teacher feedback and reasoning ability is mainly affected by students in primary Y.The correlation between reasoning and feedback of grade 5 students in different primary schools is different: there is no significant correlation between teacher feedback and reasoning ability of students in S primary school;In terms of the correlation between teacher feedback and students' reasoning ability,there is a negative correlation between results-based feedback and series relation ability and overall reasoning ability.In the correlation between teacher feedback and students' reasoning ability,there is a negative correlation between resultive feedback and comparative reasoning ability,serial relation ability and total reasoning ability,and a positive correlation between process feedback and perceptual discrimination ability.Therefore,it can be concluded that teacher feedback is correlated with reasoning ability of fifth-grade students.