Research On Teaching Practice Of Improving High School Students' Logical Reasoning Literacy From The Perspective Of Mathematics History

Mathematical logic reasoning literacy plays an important role in the whole process of students' learning and development.Whether logical reasoning is possessed or not,there are many manifestations in students' mathematics learning and even in human development.For example,the common things between many theories have the support or context of logical structure;the problematic thinking and logically clear expression when solving problems;the logical methods commonly used in mathematical thinking such as analogy,reversion,promotion,specialization;Geometry combines geometry and logic,uses logical reasoning to study geometric problems,and so on.All of these illustrate the improvement of logical reasoning literacy,which not only can make students' thinking more rigorous,but also help students analyze and decompose complex theories,so as to discover or combine new problems,and use logical reasoning methods to fix it.Therefore,researchers need to spend a lot of energy and manpower on cultivating and improving mathematical logic reasoning,and the cultivation of mathematical logic reasoning should also follow the trend.The Standards for General Senior High School Mathematics Curriculum mentions the improvement of students' logical reasoning literacy,which is conducive to students' better development in mathematics.Through literature reading,it is found that the integration of mathematics history in teaching can enhance students' logical reasoning literacy.Therefore,Based on the actual teaching situation at the present stage,the researchers improved the traditional teaching methods,focused on the use of mathematics history in daily teaching to cultivate students' logical reasoning literacy,and studying the integration of mathematics history into teaching to improve students' logical reasoning literacy is also very helpful.This thesis mainly explores the practical teaching research from the perspective of mathematics history,how to improve the mathematics logic reasoning of high school students,mobilize students' enthusiasm for learning mathematics and cultivate students' logical reasoning literacy,and put forward suggestions on how to integrate mathematics history into classroom teaching.The strategy helps mathematics teachers apply theory to practice in the process of teaching practice,improve mathematics teaching methods,and improve students' logical reasoning literacy.Through the literature reading method,the logical reasoning level analysis framework is established for the SOLO theory of Biggs and the classification of logical reasoning literacy in the Standards of General Senior High School Mathematics.Through the study of mathematical historical materials and practical practice requirements,three teaching cases are designed,namely: Algorithm Case,Qin Jiuyi Algorithm and Linear Vertical Decision Theorem in Positional Relationship Between Points,Lines and Planes.Through the interview method,the stratified and sampled interviews were conducted on the two students' two-two combinations to understand whether the students' logical reasoning literacy changes from the history of mathematics.Through daily tracking observations,students are found and recorded before and after class changes.Through the feedback of students after the teaching of mathematics history in the classroom three times,the middle school students 'cognition and changes of logical reasoning literacy were analyzed in questionnaires and test volumes,and the students' logical reasoning literacy was analyzed after class interviews and the students 'logical reasoning in daily teaching.Direct expression form observation,There are conclusions as follows:1.The behavior of using mathematics history into teaching can be enjoyed by most students,and the performance of students in the classroom is getting better and better.At the same time,they also agree to use this method in teaching.2.After the use of mathematics history teaching,the overall reasoning level of the students' logical reasoning level is improved.For students with good level of logical reasoning,the speed of improvement is faster,while for students with lower level,the room for improvement is more.And both believe that the idea of personal logical reasoning literacy can be improved after teaching,and agrees;3.For students with a good level of logical reasoning literacy,it is easy to accept knowledge of mathematics history with some difficulty,while students with relatively low level can accept simple and easy to understand knowledge of mathematics history;4.Overall,students have more or less positive changes in learning styles,classroom performance,logical reasoning,etc.For example,students learn how to learn mathematics,have questions in the classroom,can find problems,ask questions,and gradually Learn how to solve problems,etc.It also shows that after using the history of mathematics for teaching practice,students can improve their logical reasoning literacy.For the above research conclusions,the strategy of mathematics history affecting students' mathematical logic reasoning literacy is proposed.(1)jointly explore knowledge and chase the source;(2)comprehend the mathematical method and think about it;(3)choose the good person and develop from it.Suggestions for integrating mathematics history into classroom teaching:(1)Appropriate selection of materials to enhance students' interest in learning;(2)Innovative teaching to stimulate students to think actively;(3)Accumulate the value of mathematics and education.