Cultivation Of High-school Mathematical Logic Reasoning Competencies Under The Backward Design Mode

The new curriculum standard has proposed six mathematics core attainments,among them,the logical reasoning accomplishment has run through the student mathematics study life all the time,mathematics learning ability and logical reasoning accomplish each other.Looking at the current teaching and instructional design of the core literacy,many teachers have not sorted out the relationship between the core literacy in the curriculum standards and the key points of teaching and evaluation before teaching,the Backward design pattern requires teachers to have the goal consciousness related to the core quality of logic reasoning.Therefore,the author has carried out the research on instructional design based on “Backward design pattern”to cultivate high school mathematics “logical reasoning literacy”,the theme is how to design teaching objectives,teaching methods and strategies,teaching evaluation based on Backward design.This research uses the literature research method,through to the logical reasoning core literacy research present situation carries on the combing,and has elaborated the logical reasoning core literacy connotation and the classification as well as the related study and the teaching theory;By using the method of questionnaire and interview,this paper makes an investigation on the current level of senior middle school students logical reasoning attainments,and has a general understanding of the current situation of the cultivation of relevant logical reasoning attainments,based on the model of Backward design,the training strategy is constructed,and the instructional design is integrated in the form of cases to form the framework of instructional design based on the model of Backward design.The conclusions are as follows: first,31% of the senior one year students have not reached the required level of logic reasoning,and 43% students have reached the level of logic reasoning There are 24% of students in the second level of logical reasoning literacy;only 2% of students in the third level;the second year of senior high school students in the level of logical reasoning literacy has increased,the percentages of students from level zero to level three are 41%,23%,29% and 7% respectively.Secondly,according to the theory of Backward design,the students begin to cultivate the quality of logical reasoning,the conclusion is as follows: According to the course standard and the condition of study,we define the teaching goal,stress the cultivation of the logical reasoning quality,design the teaching evaluation around the goal and pay attention to the goal-oriented,so as to carry out the cultivation of the logical reasoning quality;Based on "WHERETO" tool to construct the teaching activity process,closely links the logical reasoning accomplishment,according to the Backward design theory,integrates the instructional design,according to the big idea? unit objective,course standard? essential question? teaching and learning situation analysis? teaching objective? teaching evaluation and teaching process? the concrete instructional design framework is obtained.