Assessment Research On Mathematical Logic Reasoning Literacy In Senior High School

Logical reasoning is one of the key competencies of mathematics,which shows its importance.In addition,it is the rigor of mathematics that drives the development of logical reasoning,which drives the development of mathematics.Therefore,the promotion of students' logical reasoning literacy is required by the development of the times and the discipline.From the perspective of logical reasoning literacy assessment,this paper first constructs the system tower from the four levels of logical reasoning knowledge,logical reasoning activity,logical reasoning thought and thinking quality according to the existing literature and new curriculum standard,and starts from the logical reasoning activity level.Determine the connotation indicators of logical reasoning literacy:analysis of generalization ability,deductive proof ability,and exploration of innovation ability.Secondly,aiming at the rational division of the level of logical reasoning,mainly from the logical reasoning activity layer to the horizontal refinement of the logical reasoning core ability,thus determining the literacy evaluation framework.Third,from the connotation index of logical reasoning literacy,the test survey and statistical analysis are used as the basic means to test the development level of logical reasoning literacy of high school students in Fujian Province.The test results show that:(1)the development level of logical reasoning literacy of high school students in Fujian Province is general,and with the increase of test level,the proportion of reaching A grade is gradually reduced;(2)the obstacles of students are mainly manifested in the difficulty of language conversion,lack of innovation ability,and the ability to inductive needs to be strengthened;(3)there is no significant difference in gender between the core abilities of high school students in Fujian Province which regarding logical reasoning literacy;(4)the differences in the analysis and generalization ability of the second and third year students in Fujian Province are significant,but the differences in deductive proof and exploration of innovation ability are not significant.Fourth,the author proposes corresponding training strategies from the three dimensions of logical reasoning literacy:(1)improving the ability of analysis and generalization in the process of mathematics learning;(2)Exercise in the process of deduction and argumentation to enhance the ability of rigorous expression;(3)guiding and improving the quality of logical thinking in mathematical inquiry activities.Finally,the author summarizes the inadequacies of this study and the research directions in the future.