| Once the concept of core literacy was put forward in 2014,it became the vane of education reform.At present,the new round of curriculum reform is also closely around the core quality of disciplines.How to cultivate and evaluate students’ core discipline literacy has become a research hot spot for teachers and educational researchers.The cultivation of subject core literacy needs to be combined with subject knowledge and landed in the actual classroom teaching.As the leader of classroom teaching activities,teachers’ own quality and accomplishment will inevitably affect the cultivation of students’ core quality.To cultivate students’ logical reasoning literacy is to cultivate students how to use mathematical thinking to think about the world.High school mathematics curriculum is the main position to cultivate students’ logical reasoning literacy.The level of logical reasoning of high school mathematics teachers directly restricts the cultivation of students’ logical reasoning.Focusing on investigating the current situation of high school mathematics teachers’ logical reasoning level,the following two issues are specifically studied:first,to investigate the current situation of the development of high school mathematics teachers’ logical reasoning literacy level in Xinjiang,as well as the existing problems and characteristics;second,to explore the reasons for the problems found in the study and put forward pertinent suggestions.Around the research questions,the evaluation framework of logic reasoning level of high school mathematics teachers is constructed,and the test paper is compiled.Taking the two classes of senior high school mathematics group of the summer national training project in Xinjiang in 2018 as the research sample,the research data were obtained by means of paper and pencil tests,interviews and other methods.Through investigation and research,the following conclusions are drawn:(1)The overall level of logical reasoning of high school mathematics teachers in Xinjiang is low,showing the characteristics of a large number of low-level people and a small number of high-level people;(2)The level of deductive reasoning and reasonable reasoning develops unevenly,and the level of deductive reasoning is obviously better than that of reasonable reasoning,paying attention to the development of deductive reasoning and neglecting reasonable reasoning;(3)There is no significant positive correlation between the logical reasoning level of senior high school mathematics teachers of different teaching age groups,but the 1-3 years teaching age group is unevenly distributed compared with other teaching age groups,and there are significant differences.(4)Female teachers are better than male teachers in the Written examination to examine the logical reasoning level,Female teachers perform better in plausible reasoning than deductive reasoning,while male teachers perform better in deductive reasoning.Based on the problems found in the research process and the current situation of education,this paper makes an analysis of the reasons.Finally,it puts forward corresponding suggestions for the improvement of logic reasoning level of high school mathematics teachers from three aspects:the cultivation of normal students,the professional development of mathematics teachers and the management of teachers. |
