Research On The Evaluation Of Senior High School Students' Mathematical Inductive Reasoning Ability And Teaching Strategies

In the latest "General Senior High School Mathematics Curriculum Standards(2017 Edition)",logical reasoning ranks among the six core qualities,and inductive reasoning is also included in the content of senior high school mathematics curriculum for the first time as an important representation of logical reasoning.Therefore,more and more attention to the cultivation of inductive reasoning ability will be paid in China.However,with the rapid development of information society of China,how to better cultivate the mathematical inductive reasoning ability of senior high school students has become a problem worthy of in-depth discussion in secondary.This dissertation studies the ability of mathematical inductive reasoning of high school students based on the theory of mathematical inductive reasoning drawn by scholars and experts at home and abroad,taking some students of a demonstration high school in Zhengzhou as the research object,adopting questionnaire survey method,and some factors affecting the ability of mathematical inductive reasoning of high school students are obtained.Specific contents include:(1)Defining the relevant concepts of mathematical inductive reasoning;(2)Designing questionnaires to evaluate the mathematical inductive reasoning ability of senior high school students,and analyzing the current situation of the students' mathematical inductive reasoning ability;(3)Analyzing the survey results of the tested teachers and students,drawing up the factors affecting the mathematical inductive reasoning ability of senior high school students;(4)Evaluating the results of the analysis.The corresponding teaching countermeasures are given.After the author's series of tests and analysis,the main conclusions are as follows:(1)Mathematical inductive reasoning ability of the students of three grades in senior high school shows a trend of gradual enhancement,which growth rate is relatively large from grade one to grade two in senior high school,and increasing from grade two to grade three continually,but the growth rate is smaller.(2)The ability of inductive reasoning of boys in the same grade is slightly better than that of girls,but there is no significant difference between them;(3)The ability of inductive reasoning of arts and science students in the same grade is obviously different,and science students are better than liberal arts students.Based on the conclusions above,the following teaching suggestions are put forward:(1)The learning methods of students should be changed and the habit of self-inductive reasoning need to be developed;(2)Proffessionl literacy of teachers should be improved;(3)The infiltration of inductive reasoning awareness should be strengthened by teachers in teaching activities;(4)A teaching situations closing to the students' cognition should be created combined with the theory of “Nearest Development Zone”;(5)The second class of math should be created to cultivate the inductive reasoning ability of students;(6)The status of the inductive reasoning ability of students should be improved in process evalution;(7)The division of discipline including Arts and Science is proposed canceled to let students develop in an all-around way.