| Core literacy has been an important issue of primary and secondary school education since the new curriculum reform.Specific to mathematics,"General High School Mathematics Curriculum Standards(2017 Edition,Revised in 2020)" proposes six core qualities,among which is logical reasoning literacy,and its importance is self-evident.Logical reasoning literacy reflects the basic thinking quality of students while communicating in mathematical activities,which,in mathematics,is an important way to build a mathematical system,the basic guarantee of mathematical rigor,and also the necessary requirement to the needed talents of modern society.High school is a period when students’ abilities develop rapidly and their minds become relatively perfect.Thus investigation into the students’ logical reasoning literacy level is conducive to timely understand the development situation of students’logical reasoning literacy and find out factors and difficulties related to the development of students’ logical reasoning ability.And then targeted measures could be taken to promote the further development and improvement of students’ logical reasoning literacy.Through the analysis of domestic and foreign literature related to logical reasoning literacy and its evaluation,referring to description of logical reasoning literacy in "General High School Mathematics Curriculum Standards(2017 Edition)" and taking content dimensions and vertical levels into consideration,this article selects "3+3+2" logical reasoning literacy level evaluation framework and compiles a corresponding questionnaire to evaluate students’ logical reasoning literacy level.Meanwhile,I interviewed the math teachers of classes in which I collected the test data to further support the results of this investigation.A total of 138 Senior Two students in 3 classes from two high schools in a County in Enshi region,Hubei Province are selected as research subjects.Using EXCEL and SPSS software to analyze the data,we find the following results:(1)The general level of second grade high school students’ logic reasoning literacy is generally low.28.3%of students do not reach any level;27.5%are at the level of identification and understanding;37%are at the level of generalization and guessing;Only 7.2%performed well in exploration and demonstration level.(2)There is no significant differences in the vertical level of logic reasoning literacy and the scores in the horizontal content dimension in the gender dimensions.At the same time,the vertical level of students’ logical reasoning literacy is correlated with students’ mathematical academic performance to some extent,but there is neither obvious correlation with students’love for mathematics and students’attention to logical reasoning.(3)Students have a good understanding of the form of logical reasoning,among which they feel the most difficult but the most important is inductive reasoning.Students have three primary difficulties in dealing with logical reasoning questionnaire:the lack of mathematical thinking flexibility and openness,deficiencies in expression ability of mathematical language and the lack of ability to flexibly use the knowledge that they have learned already.According to the above conclusions,combined with the results of teacher interviews,this article puts forward some suggestions for the mathematics teaching process:(1)Strengthen the study of the basic mathematics knowledge and the underlying knowledge,and review and consolidate it in time.(2)Integrate logical reasoning literacy form training into daily teaching.Through formal training,the level of logical reasoning literacy should be improved steadily.(3)Strengthen thinking training,help students to open their mind and enrich the means of solving problems.(4)Improve students’ mathematical language and expression ability,help students to clearly express the quantitative relationship and mathematical rules in their mind and "externalize" their reasoning ability. |
