Teaching Research On Mathematics Problem Solving Knowledge In High School From The Perspective Of Logical Reasoning Ability

In the process of learning mathematics,students not only need to learn mathematics knowledge,but also develop their own ability to solve mathematics problems,which is also the core of this new curriculum reform.Since most high school students can only reach the level 2 of logical reasoning,they cannot fully understand,digest,and absorb new concepts.It is difficult to add new mathematical knowledge to their knowledge networks.At this time,according to the overall situation of the students in the class and their own knowledge of mathematics,the mathematics knowledge should be reconstructed and reorganized according to the students' logical reasoning ability,that is,the knowledge of natural mathematics problem-solving and mixing Mathematical problem-solving knowledge is combined to explain,progressively conveying mathematics problem-solving knowledge to students,and the concepts and problems are designed according to the students' logical thinking to design an appropriate teaching plan,so that students can master the most basic mathematical knowledge.The most essential knowledge to analyze and solve mathematical problems,thereby improving students' comprehensive ability.In order to fundamentally improve students' ability to solve mathematics problems,by investigating the status of logical reasoning ability of a middle school and high school student in Yanbian,an internship school,and exploring teaching strategies for organizing mathematics problem-solving knowledge more appropriately.After systematically analyzing the framework of the overall mathematical knowledge,the order of the mathematical knowledge is reasonably arranged,and in the process of teaching,the appropriate way is selected to combine the knowledge reasonably.Studying this topic can also enrich mathematical problem-solving teaching research and provide references for teachers;guide first-line teachers how to teach high school mathematics problem-solving knowledge,and systematically present high school mathematics problem-solving knowledge;analyze how to spread mathematical knowledge in the process Generate new knowledge.This article takes high school students and teachers as the main research objects,through the literature retrieval method,to make intensional definitions and extensional definitions of high school mathematics problem-solving knowledge and logical reasoning ability to further understand the definition and nature of high school mathematics problem-solving knowledge;On this basis,through questionnaire surveys,design test papers to assess the current status of students' logical reasoning ability,test students,and statistically analyze the test results based on certain criteria to understand the status of high school students' logical reasoning ability;through interviews,Discuss the advantages and disadvantages of teachers' teaching of mathematics problem-solving knowledge at this stage.Through teaching research on mathematics problem-solving knowledge from the perspective of logical reasoning ability,we initially obtained:selecting classroom teaching content strategies in accordance with students' logical reasoning status,appropriately cascading mathematical problem-solving knowledge strategies,guiding students to review natural-type problem solving knowledge strategies,and guiding students to learn Mixed problem-solving knowledge strategies and strategies to guide students to review and reflect on the basis of students' logical reasoning ability.Among them,the two strategies of selecting classroom teaching content and appropriately connecting mathematics problem-solving knowledge in line with the status of students logical reasoning are to adjust the selection of the entire classroom content and design the presentation form of the classroom;and make full use of guiding students to review natural knowledge.The three strategies of learning mixed problem-solving knowledge and reviewing and reflecting on the basis of logical reasoning ability are to conduct specific analysis on specific mathematical problems and to improve students' ability to solve mathematical problems during the specific analysis of a mathematical problem.