Research On The Status Quo Of Mathematics Reverse Thinking Of High School Students

As the core of the development of quality education,innovation education is the key to promote basic education and implement key competencies.As an important form of innovative thinking,the essence of mathematical reverse thinking is to break through the inherent thinking obstacles and enhance the flexibility and innovation of thinking.In the process of bilateral interaction between teaching and learning in senior high school,properly cultivating and training students' mathematical reverse thinking can effectively deepen students' knowledge understanding,open up students' problem-solving ideas,overcome students' thinking stereotype,and improve students' quality level.The research on the status quo and influencing factors of students' mathematical reverse thinking is the prerequisite of cultivating and training students' mathematical reverse thinking,which has certain theoretical significance and practical value.Referring to the existing evaluation elements of mathematical reverse thinking,this paper constructs the evaluation index system of the status quo of mathematical reverse thinking,and on this basis,determines the weight coefficient of each index through the variation coefficient method,so as to quantitatively analyze the status quo of students' mathematical reverse thinking,and accordingly analyzes the main factors affecting students' mathematical reverse thinking.Taking 340 senior high school students and 44 mathematics teachers from two schools in Gansu Province as the research objects,this paper uses the methods of literature research and investigation(including testing method,questionnaire survey method and interview method)to study the status quo and influencing factors of senior high school students' mathematics reverse thinking.The results are as follows:According to the investigation of the status quo of senior high school students' mathematics reverse thinking,we can get the following conclusions:(1)the overall level of senior high school students' mathematics reverse thinking is low,and the score distribution is scattered;(2)The development of the three performance dimensions of senior high school students' mathematical reverse thinking is unbalanced and has great differences.Specifically,in the dimension of thinking skills,the thinking skills of the high school students' mathematics reverse thinking are at the lower level of the middle level,and there are some differences in the application of reverse strategies such as reverse reasoning,reverse proof and concept reverse use.In the dimension of cognitive level,the cognitive level of mathematics reverse thinking of senior high school students is at the middle level as a whole,and there are some differences in students' cognition of the nature of mathematical reverse thinking,the cognition of methods,training and application significance.In the dimension of personality tendency,the personality tendency of high school students' reverse thinking is at the upper level of middle level,and the students' consciousness tendency and application attitude towards mathematics reverse thinking are related to the complexity of the topic and the nature of application feedback;the three performance dimensions of the thinking skills,cognitive level and personality tendency of the reverse thinking dimension of senior high school students are positively correlated,but The correlation is general;(3)there are significant differences in high school students' mathematics reverse thinking in different backgrounds,such as different foundation,different gender,different subjects,different regions and different achievement levels.Specifically,the overall level of mathematical reverse thinking and the performance in three sub dimensions of thinking skills,cognitive level and personality tendency of students from better basic schools are significantly higher than those of students from worse basic schools.The personality tendency of boys to mathematical reverse thinking is significantly higher than that of girls.The overall performance,thinking skills and personality tendency of science students are significantly higher than those of liberal arts students.The overall performance,thinking skills,cognitive level and personality tendency of urban and county students are significantly higher than those of rural and township students.In addition,the better the students' usual mathematics performance,the higher their thinking skills,cognitive level and personality tendency of mathematical reverse thinking,and the better their overall performance of mathematical reverse thinking.After investigating the influencing factors of senior high school students' mathematics reverse thinking,it is found that:(1)senior high school students' mathematics reverse thinking is mainly affected by internal factors;(2)teachers are the key factors that directly affect senior high school students' mathematics reverse thinking;(3)learning environment has a significant impact on senior high school students' personality tendency of mathematics reverse thinking.Based on this,this paper puts forward the following suggestions:(1)strengthen the teaching of the cultivation and training of students' mathematical reverse thinking;(2)improve teachers' cognition,recognition and practice ability of mathematical reverse thinking;(3)provide a learning environment to support students' multi-dimensional development.