Current Situation Research Of Inductive Reasoning Ability Of Junior High School Students

This paper aims to explore the current situation of inductive reasoning ability of junior high school students.Firstly,a three-dimensional analysis framework of inductive reasoning ability is constructed:Method dimension?content dimension and level dimension.Method dimension includes induction,analogy and statistical inference;content dimension includes number and algebra,figure and geometry,statistics and probability;level dimension are pre structure level,single point structure level,multi-point structure level,association structure level and extended extraction structure level according to the SOLO evaluation theory.On the basis of the three-dimensional analysis framework,the test of inductive reasoning ability is compiled.The quality of the test paper was tested by the reproducibility coefficient,discrimination,difficulty and reliability.The formal test paper consists of five questions: number and algebra induction,figure and geometry induction,number and algebra analogy,figure and geometry analogy and statistical inference.The data are analyzed from two aspects.on the one hand,with the help of Excel software for descriptive statistical analysis.It is found that the inductive reasoning ability of junior high school students is at the level of multi-point structure or above.Generally speaking,students' inductive reasoning ability is low.On the other hand,by using SPSS23.0 software to analyze the difference and correlation,it is found that there is no gender difference in inductive reasoning ability.There is a moderate correlation among inductive ability,analogy ability and statistical inference ability,and there is a moderate correlation between mathematical achievement and inductive inference ability.According to the typical answers of the students,eight students were interviewed.There are some problems in inductive reasoning,such as students' single inductive reasoning thinking,students' poor basic knowledge leading to the obstruction of inductive reasoning,no sense of statistical inference and so on.Through teacher interviews,we can find that although the two teachers think inductive reasoning is important,they also mention that they will consciously cultivate students' inductive reasoning ability in teaching,but their understanding of inductive reasoning is not deep and comprehensive.Finally,based on the above analysis and interview results,some suggestions are put forward for the cultivation of inductive reasoning ability.It includes improving teachers' understanding of inductive reasoning;making full use of inductive reasoning cases in teaching materials;paying attention to the connection between mathematical inductive reasoning and real life in teaching;helping students build up the framework of knowledge system and lay the foundation for the application of inductive reasoning;and teaching students general methods of inductive reasoning.