Investigation And Research On The Teaching Status Quo Of Commonly Used Logic Terms In High School Mathematics

Artificial intelligence,“Internet +” and other related fields have been a hot area of research with the development of society,and all of these are based on mathematical logic research.Since the basic knowledge of mathematical logic was introduced into the textbooks of senior high school,the choice of logic content in math classes has also constantly changing,and the course orientation of common logic terms in the Curriculum Standard of Mathematics in General Senior High School(2017 Edition)has also changed.In practical teaching,due to the insufficient emphasis of teachers and the abstract content in math book,common logic terms have become one of the difficult points on senior high school math class.The Curriculum Standard of Mathematics in General Senior High School(2017 Edition)put forward six key competencies,and how to apply and improve the teaching of common logical terms from the perspective of key competence is an important issue that needs to be addressed.This thesis aims to take common logic terms in senior high school mathematics as research objects,combining research results and practical teaching to explore how to improve the present situation of common logic terms and explores how to carry out core literacy in concrete and real teaching activities under the guidance of the Curriculum Standard of Mathematics in General Senior High School(2017 Edition).Firstly,this thesis describes the research background,research significance and research ideas of this topic by referring to the relevant literature of "common logic terms in high school mathematics".This paper analyzes the relationship among common logic terms,mathematical logic and logical reasoning literacy.Common logic terms play an important role in cultivating students’ rational thinking and improving their logical reasoning literacy,which reflects the necessity and importance of the research.Secondly,we can understand the change of logical knowledge choice and teaching orientation through the analysis of the logic knowledge in the syllabus and curriculum standards of each edition.This paper analyzes the differences in the content arrangement of PEP Edition(A,B Edition),Beijing Normal University Edition,Shanghai Education Edition and Hunan Education Edition.Thirdly,We find out the problems in learning common logic terms and the current situation of teaching by the methods of questionnaire and interview.Based on the analysis of the survey results,we found the following problems: The definition of proposition is not well understood,the negation of proposition is not comprehensive and the transformation of mathematical language is not flexible,the cognition of mathematical symbols is difficult,the concept of sufficient conditions and necessary conditions is unclear,the consciousness of logical knowledge application is weak.Finally,according to the existing problems,we put forward several teaching suggestions: teachers should have an overall grasp of logical knowledge and have teaching logic,pay attention to revealing the occurrence and formation process of knowledge,create situations and opportunities for using mathematical language,pay attention to the application of sufficient condition and necessary condition in reasoning and argumentation,infiltrate mathematical thinking methods and rules of mathematical logic thinking.