Research On The Testing And Teaching Of Plausible Reasoning Ability In Sequence Of Nomber

The 2017 edition of mathematics curriculum standards for ordinary senior high schools clearly proposed that it should be guided by grasping the nature of the subject and developing students' core accomplishment in mathematics,while sensible reasoning,as an important part of the core accomplishment,reflects the nature of the subject and should run through the whole process of students' mathematics learning.At the same time,it is necessary to make an empirical study on the teaching and learning of reasonable reasoning in ordinary high schools.Therefore,this paper takes sequence as a starting point,investigates and tests students' reasonable reasoning ability,and analyzes and excavates reasonable reasoning educational resources in textbooks.First,through the literature analysis to understand the reasonable reasoning research status,define its connotation and extension.And according to the existing research to divide the reasonable reasoning dimension and level,build the evaluation framework.According to the evaluation framework,a testing tool with certain validity and reliability was developed after many expert discussions and repeated experiments.Then,326 students in an ordinary high school were selected for investigation and test,and a comparative study was conducted from dimensions,grades,gender,grades and other aspects,as well as the analysis of some factors that might affect students' reasonable reasoning ability.The results show that :(1)there is a significant positive correlation between students' inductive ability and their analogical ability,but their analogical ability is relatively weak and fluctuates.(2)there is no significant difference in reasoning ability among students of different grades and genders;(3)there are significant differences in the reasonable reasoning ability of students at different levels.The higher the math score,the stronger the reasonable reasoning ability.However,the development process of students is not linear and uniform;(4)interest is an important factor that affects the reasoning ability of students,especially the negative attitude towards mathematics learning.(5)students' understanding of reasonable reasoning is not systematic enough,and non-deductive thinking,such as observation,experiment and association,is lacking,so reasonable reasoning ability needs to be further improved.Finally,this paper analyzes and excavates the reasonable reasoning thought in the sequence content of high school mathematics textbooks,and according to the interpretation of the textbooks,carries out the teaching design of the sequence based on the improvement of reasonable reasoning ability from the perspective of practice.Four teaching inspirations based on the research conclusions are put forward.Attach importance to the teaching and learning of reasonable reasoning ability.Advocate the balanced development of reasonable reasoning ability;Excavate reasonable reasoning thought in teaching material;Pay attention to students' non-intellectual factors.