Investigation And Research On The Status Quo Of Junior High School Students' Mathematical Plausible Reasoning Ability

Reasonable reasoning is an important way to propose conjectures,discover methods,and draw conclusions.It is also an important tool for exploring scientific truth.With the continuous deepening of new curriculum reforms in recent years,the development of students’ ability to reason reasoning has received more and more attention.The students’ sensible reasoning ability and the teacher-student’s understanding of sensible reasoning have also undergone unprecedented changes.The development degree of sensible reasoning ability directly affects the development of students’ thinking,and the junior high school stage is not only the initial stage of student thinking development,but also the critical period.Therefore,the author takes a comprehensive survey of the current situation of the reasoning ability of junior high school students with the teachers and students of two middle schools in Shanghai.This paper is divided into the following three parts:Firstly,based on the domestic and foreign research combined with the reasoning reasoning,this paper defines the meaning and characteristics of the reasoning reasoning,and discusses the six main types of reasoning reasoning such as experiment,induction,analogy,association,conjecture and specialization.At the same time,the theoretical basis related to plausible reasoning is discussed in detail.(1)Conducted a comprehensive reasoning ability test for all eighth-grade students(128 students)to understand the current situation of junior high school students’ reasonable reasoning ability: the level of reasonable reasoning of junior high school students is generally;the difference between male and female students’ reasoning ability is not significant.There is a significant positive correlation between the usual grades and the ability to reason reasoning;Junior high school students have a moderate level of induction,analogy,and imaginary reasoning,and special reasoning ability is better.For simple numerical induction or graphic analogy questions,most students can master;for more difficult and complicated topics,only a few students with more comprehensive ability can To be right,most of the students find it difficult to find a solution to the problem and form a systematic solution to the problem.(2)A questionnaire survey was conducted among all the students in the 7th and8 th grades(258)to understand the junior high school students’ understanding of the reasoning reason: most of the students did not know enough about the reasoningreasoning;they wanted to explore the classroom of the knowledge generation process and so on.(3)Questionnaire survey of all mathematics teachers(24)in the middle and middle schools of Shanghai A and B middle schools and three teachers from the seventh and eighth grades were selected and interviewed to understand the teachers’ understanding of the reasoning reason and the difficulties encountered in cultivating students’ reasonable reasoning: in general,teachers’ reasonable reasoning The degree of cognition is general;it is believed that sensible reasoning is helpful to the development of students’ thinking;insufficient strategy in the teaching of plausible reasoning in cultivating students’ ability of reasoning reasoning,the degree of understanding of teachers themselves,the preparation of teaching materials and the current educational evaluation system have an impact on them.Finally,according to the problems revealed by the survey results,from the three dimensions of teacher teaching,students and evaluation system,some teaching strategies for cultivating students’ reasonable reasoning ability are put forward.Through the research of this subject,some valuable results have been obtained.In the future,this will be used as a new research starting point to conduct a more in-depth study on the cultivation of junior high school students’ mathematical reasoning ability.