Research On The Investigation And Cultivation Of Mathematical Inductive Reasoning Ability In Senior High School

With the deepening of senior high school mathematics teaching reform,the senior high school mathematics curriculum standards put forward higher requirements for the cultivation of students' innovative ability,and meanwhile incorporate students' inductive reasoning ability into the training objectives of high school mathematics teaching.Therefore,the mathematical inductive reasoning ability of high school students has been paid more and more attention.However,at this stage,there is still a lack of research on the inductive reasoning ability of high school students and the penetration of inductive reasoning by teachers in class teaching.This study mainly investigates the current situation and problems of high school students' inductive reasoning ability.On this basis,the paper puts forward some specific teaching strategies and learning suggestions.Firstly,the relevant researches on inductive reasoning at home and abroad were systematically studied.The concept,classification and the theoretical basis of inductive reasoning were analyzed and discussed in detail.Secondly,from the two levels of students and teachers,the present situation of inductive reasoning ability of senior high school students and teachers' classroom teaching were investigated.In this study,three grades of a senior high school in Yan'an city were selected.Students of three classes in each grade and 12 substitute teachers were selected as the survey subjects.Questionnaires,classroom tests and interviews were used to carry out the survey.In terms of students,the basic situation of inductive reasoning in senior high school was investigated through questionnaire survey.There were 12 questions in the questionnaire,divided into four dimensions.A total of 422 questionnaires were sent out and 392 were recovered.From the results of the survey,it can be showed that senior high school students have already understood and mastered inductive reasoning in mathematics,and teachers have also carried out inductive reasoning teaching in class.That indicates the teachers have paid attention to the cultivation of students' inductive reasoning ability,which is worthy of affirmation.The results also showed that:(1)The understanding and using of inductive reasoning from senior one students' and teachers' penetration of inductive reasoning in teaching are not as good as senior two and senior three.(2)The understanding and using of inductive reasoning from senior two students are in the medium level.(3)The understanding and using of mathematical induction from senior three is higher than the previous two,but there are a lot of space for them to improve.On the whole,the infiltration teaching of inductive reasoning by senior high school teachers is not enough.Secondly,in the investigation subjects,302 students from two classes in each grade were tested in class.The test includes 8 questions with a total of 120 points,15 points each.A total of 302 test papers were issued and 294 recovered.The classroom test results show that:(1)The inductive reasoning ability of senior one students is lower than that of senior two and senior three students,and their thinking of solving problems is weaker;(2)The inductive reasoning ability of students in senior two and three has gradually improved,but their thinking to solve the more difficult questions have not been fully opened up.Interviews with teachers showed that the present traditional teaching mode of senior high school mathematics was not conducive to improve students' inductive reasoning ability and innovation consciousness;Students' mastery of mathematical knowledge is an important factor affecting the improvement of inductive reasoning ability of senior high school students.In the view of above problems,from the perspective of teachers' teaching and students' learning,strategies and the suggestions are proposed to promote senior high school students' mathematics inductive reasoning.Finally,the teaching strategies were applied to teaching practice,and through a teaching case the author analyzed how to infiltrate inductive reasoning into the classroom when teachers guided students to solve problems,so that students' mathematical ability could be gradually improved.