| Logic reasoning is one of the important mathematical qualities.The new curriculum standard adds logic reasoning theory as knowledge content into high school mathematics textbooks.Although listed as an optional element,its status and role can not be ignored.Therefore,the research on it has important theoretical significance and application value.Firstly,in the introduction,this paper discusses the research background,problems and significance of the research.Secondly,in the literature review,the author introduces the relevant concepts of logical reasoning and the current research situation at home and abroad;andthen it discuss the relevant mathematical education theory in this paper.Thirdly,according to the current situation of the logical reasoning literacy level of senior one students,a questionnaire is designed,and questionnaire survey,interview and questionnaire quality analysis were conducted.Finally,according to the results of the questionnaire,this paper analyzes the reasons for the current situation of logic reasoning literacy of senior high school students,and puts forward some suggestions.This article selected 230 students from a key middle school in Chongqing to conduct a survey on "logical reasoning ability",and then conducted a semi-structured interview with two first-line math teachers and 20 students according to the interview outline.The following conclusion is obtained by analyzing the statistics of the questionnaire data and the interview dialogue:(1)The general level of logical reasoning literacy of senior one students is below the middle level.(2)There is no significant gender and age difference in the logical reasoning ability of the students in Grade One,but boys are better at plausible reasoningand girls are better at deductive reasoning.(3)The development of students' deductive reasoning ability and plausiblereasoning ability is not balanced.In the two types of reasoning,senior one students are more inclined to experience-based deductive reasoning,but there is room for improvement;in plausiblereasoning,senior one students' inductive reasoning ability is better than analogical reasoning ability.(4)Grade one students in senior high school have insufficient ability to distinguish deductive reasoning from plausible reasoning,and their understanding of the concept of logical reasoning is still on the surface.(5)Senior one studentsare not good at reasoning about "reasoning and proof,plane geometry,trigonometric function" and so on.There are some difficulties in using mathematical logic language.According to the conclusion of the survey of high school students,the author analyzes many factors,and believes that the main reasons for the current situation of high school students are as follows:(1)There was a deviation in the infiltration of logical reasoning by teachers in the teaching process.(2)There are differences in personality between boys and girls,and the cognitive development level caused by age differences is uneven.(3)The theoretical knowledge related to reasoning and proof has not beensystematically studied,and the complete framework of logical reasoning related knowledge can not be constructed.(4)It is related to the student's own learning status.As the saying goes:Achievements are reached by hard work rather than recreation,actions are done after thorough consideration rather than casual decision.In order to cultivate high school students' logical reasoning literacy and improve their logical reasoning ability,according to the conclusions of the questionnaire survey,the author gives some suggestions after analyzing the reasons:(1)insist on the principle of giving equal attention to deduction and reasoning,and synchronizing theory with practice in teaching.(2)Grasp the "time" and "location" : grasp the final golden stage of the development of students' logical reasoning ability.(3)Pay attention to "human cooperation" : Improve the teaching level of teachers 'logical reasoning and pay attention to the cultivation of students' own quality. |
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