Research On Problem-driven Teaching Of Cultivating High School Students’ Logical Reasoning Literacy

Since the promulgation of the New Curriculum Standards,the core literacy of mathematics has been attracting much attention,of which the literacy of logical reasoning is one of the most important core literacy of mathematics.However,few people have systematically researched and explored how to cultivate students’ logical reasoning literacy in teaching practice.From the perspective of cultivating high school students’ logical reasoning literacy,this paper studies how to adopt Problem-driven teaching method to develop students’ logical reasoning literacy.This article is divided into six parts.First of all,it expounds the significance and course standard requirements of cultivating students’ logical reasoning literacy in the current mathematics teaching.Based on this,the research purpose and research method are determined,and the research significance is clarified.Secondly,the literature research method is used to review the relevant literature on research problem-driven teaching and logical reasoning literacy at home and abroad.Thirdly,it introduces the related concepts of problem-driven teaching and logical reasoning literacy,and which discusses in detail the necessity and feasibility of problem-driven teaching to cultivate students’ logical reasoning literacy.Fourthly,it use the observation method and the research method to investigate the current situation of the first grade students’ logical reasoning literacy from three aspects: textbooks,teachers and students.Fifthly,according to the survey results and related literature,this paper proposes the teaching principles and teaching strategies that need to be followed to cultivate logical reasoning literacy which based on problem-driven teaching,and that uses case analysis to analyze the application of the proposed teaching strategies.Finally,according to the proposed teaching principles and teaching strategies,this paper designs and implements teaching cases for concept courses and theorem courses to test the feasibility and effectiveness of these principles and strategies.The following conclusions can be drawn from this study:(1)Through the study and analysis of the textbook,it can be seen that "The Concept and Properties of Functions" is an important material for cultivating students’ logical reasoning literacy.Through observation of teachers’ classroom teaching and interviews with teachers,it is found that most teachers agree that problem-driven teaching is used to cultivate logical reasoning literacy.Through the comparative analysis of the collected examination answers of the key classes and parallel classes of the first grade,it is found that the overall logical reasoning literacy of the senior first grade students is at a lower middle level.(2)When teachers adopt problem-driven teaching to cultivate students’ logical reasoning literacy,they need to pay attention to the use of the following teaching strategies: Pay attention to the use of logical terms and grasp the common forms of logical reasoning;Experience the process of exploring new knowledge and cultivate students’ reasonable reasoning ability;Strengthen the teaching of mathematics proof and strengthen the training of deductive reasoning ability;Immediately feedback the reasoning results and clarify the goal of mathematical logic reasoning;Standardize students’ answering habits and train students’ rigorous thinking quality.(3)Through the test of teaching practice,this research believes that problem-driven teaching can have a positive impact on cultivating students’ deductive reasoning and plausible reasoning abilities,and which can promote students to actively participate in the process of logical reasoning,experience logical reasoning ideas,and improve students’ logical reasoning literacy.