| As one of the six core literacy,logical reasoning plays an important role in the formation of human scientific spirit,rational thinking and the promotion of individual intellectual development.Re-examining the connotation and training strategy of the core literacy of mathematical logic reasoning is of great significance to high school mathematics teaching.This paper selects mathematical logic reasoning literacy as the main research content,and takes the core literacy evaluation system in the "Ordinary High School Mathematics Curriculum Standards(2017 Edition)" as the theoretical basis,and refines the core literacy of logical reasoning into problems and situations,knowledge and skills,and thinking.In-depth study with four sub-dimensions of expression,communication and reflection.The high school logic reasoning core literacy awareness questionnaire and the high school students’ logical reasoning literacy level test paper were compiled.47 mathematical teachers and 135 students in Gaizhou No.1 High School were investigated and anonymously investigated.SPSS(version 22.0)and EXCEL were used to perform cognitive statistics,sample pairing correlation tests,and score probability distribution statistics.The results of the questionnaire show that the teachers and students in the high school stage generally have the following problems in the cognitive level of logical reasoning:(1)teachers have paid attention to the connotation and status of the mathematical core literacy of logical reasoning,but the actual teaching effect is not significant,teaching There are problems in the means;(2)the students’ understanding of the mathematical logic reasoning literacy is vague,the average level is in the initial cognitive stage;(3)the students have low interest in learning about the mathematical problems of logical reasoning,resulting in low learning autonomy.(4)The degree of cognition increases with the grade,but the overall increase is not stable.The test volume results show that in the four sub-dimensions(1)the problem and situation are relatively good,and basically can meet the requirements of level two,but in actual teaching,teachers still need to pay attention to the introduction of context;(2)thinking and expression The aspect is not ideal,the training of ensemble reasoning and deductive reasoning is not in place,the ability of students to express mathematics language is poor;(3)the knowledge and skills are relatively poor,most students can only reach level one;(4)communication and Reflective performance is relatively good,basically able to meet therequirements of level two.The overall level of students has gradually improved with the increase in grades.This paper proposes four teaching suggestions for the results of empirical research:(1)creating problems and situations,cultivating logical reasoning;(2)attaching importance to knowledge and skills training,grasping basic knowledge teaching;(3)focusing on thinking and expression,and experiencing “conjecture—-proof of the process of thinking exploration;(4)timely exchange and reflection,logical reasoning throughout the entire mathematics teaching process. |
