Investigation And Research On The Cultivation Of The Core Quality Of Mathematical Logic Reasoning Of Junior High School Students

The core literacy of logical reasoning is one of the six core literacy of mathematics,which was proposed in the "General High School Mathematics Curriculum Standards(2017 edition)" by the Ministry of Education.It plays an extremely important role in promoting the development of individual intelligence and the formation of rational thinking.Therefore,it is of great significance to investigate and study the current status of the core literacy of logical reasoning in the teaching of junior high school mathematics.Based on Piaget's theory of cognitive development,this paper integrates the theoretical results of domestic and foreign research.It combines the actual situation of the school.This paper construct a framework system to measure the core literacy level of junior high school students' logical reasoning.I designed a questionnaire for the core literacy of mathematical logic reasoning of junior high school students and I also designed a test paper for the core literacy of mathematical logic reasoning of junior high school students.I conducted an anonymous survey of 184 junior one students in two junior high schools in Yingluo Town,Haicheng City,using literature statistics,questionnaire method and statistical analysis.It systematically analyzes the current status of the cultivation of its core literacy of logical reasoning.The main analysis of the paper is as follows:First,based on the "Compulsory Education Mathematics Curriculum Standards"(2019 edition),a questionnaire on the core literacy of logical reasoning of junior high school students was designed and compiled from four aspects.Statistical analysis shows:(1)The correlation coefficient between students' math scores and their preference for mathematics is 0.95,showing an obvious positive correlation;(2)54%of the students do not have a clear understanding of the concepts and principles of the core literacy of logical reasoning;(3)54.3%of the students cannot reasonably use the variable questions and types questions to help understand the knowledge points;(4)56.5%of the students have an unclear attitude about whether teachers attach importance to the cultivation of logical reasoning literacy.Teachers have a long way to go to cultivate the core literacy of students' logical reasoning.Secondly,based on Piaget's theory of cognitive development,a survey test paper for measuring the core literacy of logical reasoning of junior high school students was constructed,it compares and analyzes the core literacy of logical reasoning of junior one students from two different schools and different levels of classes.Statistical analysis shows:(1)Overall analysis,the average value of the core literacy test papers of a school of logical reasoning is 68.3,and the average value of the test papers of the ordinary school is 55.1.The logical reasoning ability of the junior high school students of the two schools is at a medium level;Different schools have different levels of logical reasoning.The level of logical inference core literacy of junior one students in the first-class schools is higher than that that of ordinary schools;(2)From the analysis of specific indicators.Compared the Class A in the First-class school with Class A in the ordinary school,there is no significant difference in the core literacy of inductive reasoning among students,and there are significant differences in core literacy of analogy reasoning,relational reasoning,and syllogism reasoning.Compared the Class B in the First-class school with Class B in the ordinary school,there is no significant difference in the core literacy of inductive reasoning,relational reasoning and syllogism reasoning among students,and there is a significant difference in the core literacy of analogy reasoning.Finally,the following constructive suggestions are proposed for the problems in the statistical analysis of the survey:(1)Teachers strengthen the teaching of basic concepts and principles of logical reasoning through exercise training methods,and improve logical reasoning ability;(2)Teachers use group work to collect variable questions and multiple problem-solving methods.Its purpose is to strengthen the training of question-type variants and problem-solving variants,and it can improve students'core literacy of inductive reasoning,analogical reasoning,and syllogism reasoning;(3)Inquiry methods should be used in the classroom.Teachers act as leaders to guide students to learn actively,respect students'dominant position,and effectively improve students' mathematical reasoning ability;(4)According to the survey results,there are differences in the core literacy level of the students'logical reasoning.Therefore,teachers should guide students according to their recent development zone,and arrange homework by level and grade after class.