Investigation On Thepresent Situation Of Mathematical Logic Reasoning Ability Of Grade 9 Students

In 2017,the Ministry of Education promulgated curriculum standards for all subjects in senior high schools.The Mathematics Curriculum Standards for General Senior High Schools(2017 Edition)clearly set out the six core qualities that high school students should possess through their studies.This is not only a requirement for high school students' literacy,but also a guide for the whole elementary and middle school mathematics study.without confusion and confusion.Logical reasoning ability is a very important accomplishment,not only plays a very important role in learning mathematics,but also occupies a pivotal position in other subjects,whether in learning or in life and other aspects of their own logical reasoning level,so to some extent,a person's level of logical reasoning determines their development in learning and life.In this context,the following research questions are raised:(1)What is the status of the overall level of logical reasoning ability of ninth grade students?(2)What is the logical reasoning ability of ninth grade students in different content?(3)How does the logical reasoning ability of ninth grade students in different schools,regions and classes?(4)Is the logical reasoning ability of the ninth grade students related to their academic achievement?In this study,a total of 530 students were selected from 14 classes in three middle schools in Jiuquan City,Gansu Province.Through the self-compiled logi cal reasoning ability test questionnaire,through literature review,test papers,inter views and other methods to obtain the following conclusions:(1)The most students meet the basic requirements of logical reasoning abilit y,the overall level of the test results from the normal distribution;male and fe male students test results do not have significant differences;Han and ethnic min ority students test scores do not have significant differences;urban and rural sch ools test results do not have significant differences;the sample overall in non-for mal reasoning and deductive 60% pass.It is found that both reasonable reasoni ng and deductive reasoning meet the basic requirements.(2)A statistical analysis of the test results of logical reasoning in the three aspects of numbers and algebra,graphics and geometry,statistics and probability,the total test score is 30 points,according to 60% pass analysis,the average sc ore of students in these three aspects reached more than 18 points,indicating tha t the development in these three aspects is relatively good.(3)The statistics found that all the students in the three schools had better l ogical reasoning level,and there was no significant difference in test results;the students in different villages and towns had no obvious difference in logical rea soning,and the development of logical reasoning ability was relatively good;ther e was a certain gap in the scores of the 14 classes tested,and the test scores of the classes with better academic test scores were also relatively good compared with the academic scores.(4)There are significant differences between logical reasoning test scores and academic scores,which indicates that the higher the final exam scores,the high er the test scores;in each dimension of logical reasoning,inductive reasoning is positively correlated with academic achievement,analogical reasoning is positively correlated with academic achievement,and deductive reasoning is positively corr elated with academic achievement.