The Present Research Of "Plausible Reasoning" In Junior High School Mathematics Textbook

Plausible reasoning is reasonable speculative reasoning,which starts from the definition and existing facts,and inferences some results through observation,experiment,association,analogy,induction,and conjecture based on intuition and experience.Reasoning is used to explore ideas and find conclusions,and it can enhance students' ability to innovate.Junior middle school is a key period for students to develop innovative thinking,and textbooks are an important medium for students to develop plausible reasoning ability.In order to make full use of mathematics textbooks to cultivate students' plausible reasoning ability,this paper focuses on the presentation of plausible reasoning in junior high school mathematics textbooks.This paper specifically studies the following three questions:(1)Plausible reasoning in three grades,four areas,three modules to present the categories and characteristics;(2)The concrete presentation of plausible reasoning in four fields.It includes the category,quantity and proportion of plausible reasoning,and the category and mode of plausible reasoning in typical contents.Article using the content analysis method to analyze each content in the textbook first,determine the type of reasoning of;Secondly,according to the different research dimensions of the textbook,the number and proportion of each category are counted,and choose the typical content analysis presents the category of the ratiocination and presentation;Finally,the paper summarizes the results of text analysis and puts forward Suggestions for improvement.The following conclusions are drawn from the study :(1)in the three grades,the amount of plausible reasoning decreases with the increase of grades;The quantitative relations of reasonable reasoning in the four fields are as follows: number and algebra >graph and geometry > synthesis and practice > statistics and probability;In the three modules,in the acquisition of knowledge such as definition and nature,the textbook mainly presents the inductive reasoning,while the other reasonable reasoning is lacking.(2)in the field of "number and algebra","number and formula" has the largest number of reasonable reasoning,and the number of inductive presentation is higher than other categories;There is no representation of intuitive categories in "equations and inequalities";Induction and intuition are the main logical inferences in "functions".In the field of "graphics and geometry",reasonable reasoning is the least represented in "graphics and coordinates" and the most represented in "the nature of graphics".Induction and intuition are the main reasonable reasoning in "the change of figures".In the field of statistics and probability,there is no analogy.In the field of "synthesis and practice",induction and intuition are the main reasonings.From the case analysis,it is found that the reasonable reasoning in the textbook is not always obvious.Based on the research conclusion,this paper puts forward some Suggestions on how to improve the representation of reasonable reasoning in junior middle school mathematics textbooks.In particular,according to the conclusion that "it is not easy to explore the presentation of reasonable reasoning in the specific content",From the aspect of teacher teaching,first of all,on the basis of mastering the connotation of reasonable reasoning,teachers need to deeply interpret the textbook and find the reasonable reasoning contained therein.Secondly,teachers should properly apply reasonable reasoning to the discovery of knowledge and the solution of problems,and extract specific reasonable reasoning inteaching.Finally,the students' mastery of reasonable reasoning can be tested by doing exercises or lecturing,and the teaching of reasonable reasoning can be improved based on this.