A Study On The Level Test Of Logic Reasoning Literacy Of Senior Secondary Students

This paper aims to test and study the level of logical reasoning literacy of senior two students,based on the division of the core literacy level of logical reasoning put forward by Professor Yu Ping,and puts forward three forms of knowledge learning as the three ability levels to embody the core literacy.Among them,the three forms according to the progression from shallow to deep are knowledge understanding,knowledge transfer and knowledge innovation,and the corresponding three levels of ability,that is,level one,level two,level three.Then,through the way of compiling the test paper which can effectively evaluate the students' logical reasoning literacy level,we can select the students' sample to test,and understand the new college entrance examination reform policy to push the logic of senior two students.The influence of the development of the rational literacy level,combined with the answers of the tested students and the results of the interview survey of some students and teachers,gives appropriate adjustment suggestions and training plans for specific problems.Through selecting some senior two students from a middle school in Zhangzhou City,Fujian Province as samples for testing,and using Excel and SPSS software to analyze the collected test results,the following conclusions are obtained :(1)under the influence of the new college entrance examination reform policy,the level of logical reasoning literacy of senior two students is not high as a whole.Among them,94% of the students tested met the requirements of logical reasoning literacy level 1;47% met the requirements of logical reasoning literacy level 2;14% met the requirements of logical reasoning literacy level 3,that is,the overall level of logical reasoning literacy of high school students represented by senior two students was low;(2)from different From a gender perspective,there are significant differences in the level of logical reasoning literacy among senior two students;(3)there are differences in the development of logical reasoningliteracy among students at different class levels;(4)there are also differences in the development of logical reasoning literacy among students who choose physics and history.Based on the conclusion of this study,according to the students' current cognitive development situation from the background of the reform of the college entrance examination,the following teaching strategies are put forward to the senior high school mathematics teachers :(1)Adjust the classroom teaching content properly and guide the students to construct the mathematics knowledge system step by step.(2)Carry out students' understanding of the concept of logical reasoning literacy,and set up reasoning test exercises with different difficulty.(3)To expand the training of students' ability to understand and think in mathematics by adding relevant courses to improve their logical reasoning literacy.