Research On The Present Situation Of Mathematical Inductive Reasoning Ability Of First-year High School Students

Mathematics is the gymnastics of thinking,and learning mathematics can exercise people's thinking ability.In order to improve students' thinking ability,it is very important to cultivate students' logical ability,general ability and creative ability.Therefore,in order to make mathematics education adapt to the modern society.Mathematics education should not only focus on basic knowledge and skills,but also concern about fundamental ideas and experience of activities to develop students' creative and innovative abilities.Cultivating students' inductive reasoning ability is exactly trains creative talents.Based on the current status of inductive inference teaching in high school mathematics in China,the author firstly collates the literature on inductive reasoning,reviews the connotation,classification and level division of inductive reasoning,and determines the appropriate mathematical inductive reasoning ability evaluation model;Second,the author conducted interview surveys,questionnaire surveys,and quiz surveys of math teachers and first-year high school students about two schools,collected and sorted out the data,and then used SPSS.21 and EXCEL software to analyze the current situation of first-year high school math teachers and students,and then analyze the factors that affect the development of inductive reasoning ability of first-year students.Finally,in order to train the inductive reasoning ability of high school students,the teaching of mathematical inductive reasoning in high school should be scientifically designed.Starting from the concept teaching,propositional teaching and exercise teaching,we can analyze the problems existing in teaching,so as to seek effective teaching strategies and give teaching suggestions.The conclusions obtained by the research are as follows:1.Through the analysis of teacher interviews and questionnaires,it is found that:1)The status of teachers' inductive reasoning is:(1)Most teachers can understand the connotation and characteristics of inductive reasoning;(2)Teachers use inductive reasoning for teaching in daily teaching,assignments,examinations and teaching;(3)Teachers believe that mastery of inductive reasoning is at a moderately low level;(4)Teachers have a strong sense of identification with inductive reasoning and need to gradually solve problems such as teaching processing troubles,lack of resources,and time in teachingInsufficient problems.2)The teacher factors affecting students' inductive reasoning ability include:(1)Teachers recognize inductive reasoning.Teachers generally think that it is necessary to train students' inductive reasoning ability,but in actual teaching It is found in the situation that the situation is not very optimistic.Although the teacher already has the concept of cultivating students 'inductive reasoning ability,they are relatively backward in action and expressed concerns about some problems in practical teaching.(2)Teachers reflect on teaching strategies.Middle school teachers are confused about the choice of teaching strategies in the specific implementation of teaching,which severely hinders the teaching of inductive reasoning.(3)Teacher's evaluation method is single.In the context of the college entrance examination,although the "multiple evaluation system" has continuously entered line of sight,the main theme has not changed.Students practice whatever they take in the college entrance examination,neglects the cultivation of students 'abilities,and impedes the development of students' creative thinking ability.2.Through the analysis of the student test papers,it is found that:1)There is the status of student inductive reasoning:(1)The overall level of the first year high school students is at a medium level;(2)The students 'mathematical inductive reasoning ability has no significant difference in gender;(3)The students' inductive reasoning ability is significant between different schools Differences;(4)The students 'inductive reasoning performance on the two main lines is relatively good;(5)The students with different foundations have significant differences in their inductive reasoning ability,and the better students' foundation and their mastery of inductive reasoning.2)The student factors affecting students' inductive reasoning ability include:(1)Necessary basic knowledge of mathematics;(2)Correct learning attitude;(3)Ability to make inductive conjecture;(4)Self-reflection ability;(5)Mathematical language expression ability.3.In order to cultivate the inductive reasoning ability of the freshman students,starting from the concept teaching,proposition teaching and exercise teaching,We can analyze the problems existing in the teaching,so as to seek effective teaching strategies,and give the following teaching suggestions:(1)Teachers should improve their literacy and consciously cultivate students' inductive reasoning skills inpractice;(2)School should improve the evaluation system,focusing on process evaluation and supplemented by result evaluation,and encourage students to make reasonable use of inductive reasoning in the learning process.Inductive reasoning can enable students to deeply experience the discovery and occurrence of knowledge.Teachers should integrate inductive reasoning into classroom teaching.One of the main ways is to pay attention to the demonstration of the knowledge generation process,Let students feel and think about this process,and guide students to discover knowledge and solve mathematical problems.