Measurement And Evaluation Of Mathematics Logical Reasoning Literacy Of High School Students

The reform of the international mathematics curriculum focuses on mathemat ic a l literacy.Logical reasoning literacy is the basic literacy that modern citizens should have,a problem-solving thinking quality,and a necessary character and key ability that students should have that can meet the needs of lifelong and social developme nt.Improving students' logical reasoning literacy is one of the new rounds of basic education curriculum reform measures to promote quality education.Cultivating good mathematical and logical reasoning literacy is an outline issue for student developme nt.It requires the organic combination of curriculum reform,teaching practice,and educational evaluation.It is urgent to establish a reasonable and effective measureme nt and evaluation system to diagnose the current state of logical reasoning literacy of Chinese high school students.The research is based on the subject of measurement and evaluation of logical reasoning literacy level of high school students.This study mainly used the literature analysis method,questionnaire survey method and statistical analysis method.Through a large amount of literature,the research status of logical reasoning ability and logical reasoning literacy is analyzed,and the content,process,context,and emotional attitude values are taken as the four dimensions of logical reasoning literacy evaluation based on the new curriculum standards and PISA evaluation theory.The content dimension level division standard establishes a logical reasoning literacy evaluation system for high school students.A test paper and questionnaire for logical reasoning literacy of senior high school students were compiled,and 130 students from three classes at different levels in the third grade of a key middle school in Nanchang,Jiangxi Province were selected as samples for evaluation,and the data obtained from the evaluation were made with Excel2016 and SPSS22.0 The overall analysis,correlation analysis,difference analysis and analysis of each evaluation dimension were carried out.The evaluation results show that:(1)The sample students' logical reasoning literacy scores reached a general level based on the content,process,and situation,and they performed well in terms of emotional attitudes and values,and performed well overall.(2)The sample students' logical reasoning literacy test papers and questionnaires are significantly related.The class level,daily math scores,and gender of high school students are related to their logical reasoning levels in terms of content,process,and context,and their logical reasoning levels.There was no signific a nt correlation in the dimensions of emotional attitudes and values.(3)In the content dimension,most high school students have reached a multi-point structural level in observation and reasoning,binomial theorem,common logic terms,and triangle induction formulas.,No more than half the number of people who reach the level of associated structure in the inequality proof.In the proportional series,only about 40% of the students reached the correlation level.In the proof of plane geometry,the highest level of abstraction extension is not more than 10%.(4)In the dimension of logica l reasoning literacy assessment process for senior high school students,the formation of mathematical processes is better than the use and interpretation of mathemat ic a l processes,and the overall level is a good level;the analysis of the results in the context dimension shows that the Perform better than professional and scientific contexts,and perform well in the dimensions of emotional attitudes and values.The recommendations obtained from the evaluation results are as follows:(1)In the development of curriculum standards,the proportion of geometry in basic education should not be too weakened;(2)the logical reasoning literacy should be focused during the assessment process,and a certain amount of openness Test questions examine the logical reasoning literacy of high school students;(3)Teachers 'teaching should be driven by questions of real situations,involve students in the classroom,discover mathematical rules and experience the fun of mathematics,and strengthen students' understanding of the concepts and methods of logical reasoning;4)Teachers themselves need to strengthen the study of the logical reasoning literacy theory in the curriculum standards.They must also strengthen the professional literacy learning of teachers in the new era and integrate the concept of lifelong learning throughout the teacher's career.