Research On The Present Situation And Countermeasures Of Mathematical Reasoning Ability Of Junior Middle School Students

Under the influence of the international curriculum reform,countries gradually focus on core literacy and pay attention to the development of individual students.As one of the core literacy,the reasoning ability runs through the entire mathematical learning process.The Compulsory Education Mathematics Curriculum Standard(2011 Edition)clearly states,"Experience the process of exploring mathematical conclusions through reasonable reasoning and using deductive reasoning to prove it.In various forms of mathematical activities,develop the reasoning of logical reasoning and deductive reasoning.Ability."Shows the important influence of reasoning ability.The junior high school stage is a critical period for the formation and development of students ' reasoning ability.It emphasizes students' internalization and use of basic content such as mathematical language,operations,symbols,rules,relationships,etc.In reality,students often have disordered logical thinking and redundant reasoning steps.Often feel helpless,can not find a breakthrough point,this phenomenon greatly hinders students' enthusiasm for mathematics learning,affecting students' active discovery of problems.Teachers in junior high school should pay attention to the cultivation of students'reasoning ability,guide students to discover the joy of learning in the reasoning process,in order to promote the comprehensive improvement of ability.This study takes junior high school students in Yanji as the research object,combines qualitative and quantitative research methods,and divides reasoning into inductive reasoning,analogical reasoning,syllogistic reasoning,and computational reasoning based on theoretical analysis.A preliminary investigation of the status quo of students'reasoning ability is found.Existing problems and analysis of the influencing factors of the problem,based on the test papers and interview results,the following problems were found,students' induct ive reasoning thoughts were vague and generalized;students' analogical reasoning results were inadequate and lacked reflection tests;student' syllogistic reasoning steps were not rigorous,proving conditions Lost;students'arithmetic and reasoning ability is weak,and the process is incoherent.According to the problems found,the factors influencing the problems are classified into theoretical and practical factors,including:students'cognitive level of reasoning ability has not yet reached the development requirements;students' autonomous construction of propositions fails to form a complete system;students' choice of problem-solving steps One-sidedness and lack of ideas;students' insufficient grasp of basic knowledge and weakened understanding;teachers pay little attention to students' active inquiry training;teachers have a single teaching method and a fixed model.Based on the analysis of the above survey results,the following conclusions were finally reached.First,The level of reasoning ability of junior high school students is low,the overall situation is not ideal,the gap between the two levels is large,and they are normally distributed,and the average level of reasonable reasoning ability is higher than the level of deductive reasoning,which needs to be guided and paid attention to the student's reasoning process.There is a significant difference in the level of reasoning ability between grades,and the average level of grade nine is higher than that of grade eight.You need to pay attention to student differences and teach students according to their aptitude.There is no significant difference in the level of reasoning ability between genders,and girls' development is better.Second,Inductive reasoning ability is at a medium level.The main problems are incomplete consideration,partial generalization,etc.It requires in-depth mathematical thinking methods and conversion of thinking modes.Third,The analogy reasoning ability is at a medium level,the reasoning results are not tested,and the understanding of the problem is weakened.It is necessary to inspire students to think,guide students to learn from each other,and increase reflection and verification.Fourth,The level of reasoning ability of syllogism is low.The problems are manifested as insufficient understanding of the proof conditions,inappropriate selection of proof methods,and rigorous writing of the proof process.It is necessary to guide students to think proactively,focus on causality,and strengthen the understanding of propositions contact.Fifth,The level of arithmetic and reasoning ability is the lowest.Students have problems in basic formulas,algorithms,and equivalence relations.They need to guide and pay attention to the relationship between conditions and conclusions in the derivation process to deepen their understanding of basic concepts.Based on the above conclusions,the following solutions are proposed:clarify the requirements of the curriculum standards,make full use of the content of the teaching materials;improve the evaluation feedback and plan the reasoning method;enhance independent exploration and implement the activity experience;construct mathematical propositions and set up special training.According to the principles of procedural,contextuali-zation and enlightenment,combined with common mathematical activities,different grades are made to improve students' reasoning ability.