Investigation On The Status Quo Of Logical Reasoning Literacy Of Sophomore Students

Core literacy is an important issue in primary and secondary school education since the new curriculum reform.Specifically in mathematics,six core literacy are given.As one of them,logical reasoning literacy is of self-evident importance.The ability of senior high school students develops rapidly,and the investigation of their logical reasoning literacy level can understand their development status and development difficulties,so that targeted measures can be taken to promote the further development and improvement of students’logical reasoning literacy.In this paper,by referring to the relevant literature on the evaluation of logical reasoning literacy at home and abroad,the corresponding test paper is compiled to evaluate the level of students’ logical reasoning literacy and give suggestions.A total of 300 sophomore high school students from a middle school in XX City of Guizhou Province were selected as the research objects.EXCELL and SPSS were used for data analysis,and the following results were found:(1)The overall logical reasoning literacy of sophomore high school students was not high,20.6%did not reach Level 1;46%reached Level One;30.3%achieved Level 2;Only 3.0%reached level 3;Cumulatively,33.3%of the students met the requirements of the college entrance examination at level 2 and above;(2)The development of students in reasonable reasoning and deductive reasoning is not balanced,the performance of inductive reasoning and analogical reasoning in reasonable reasoning is similar,the overall level is not high,but the performance in deductive reasoning is good but scattered;(3)There is no significant difference in the level of logical reasoning literacy of senior grade students in different genders,different ages and different dimensions of arts and sciences,and there is a significant positive correlation between the logical reasoning literacy of senior grade students and their mathematics academic performance;(4)Sophomore students do not know enough about logical reasoning,and they do not use logical reasoning well in problem solving or real life;(5)Most students like logical reasoning,and almost all students affirm the importance of logical reasoning.Most teachers do not consciously use logical reasoning in teaching activities;(6)Most senior two teachers have a basic understanding of logical reasoning literacy,and they believe that the overall logical reasoning literacy of senior two students is not high.The main difficulty in training is that teachers have not yet formed a complete set of systematic training methods for students’logical and logical literacy,which is mainly based on their own educational background and mathematical literacy.According to the above conclusions,combined with the results of teacher interviews,this paper puts forward several suggestions on the mathematics teaching process:(1)Starting from clarifying the concept,strengthening the consciousness of logical reasoning;(2)Construct effective curriculum system and thinking mode from the process;(3)Starting from students and taking students as the main body to carry out teaching activities;(4)Cultivate students’ logical reasoning literacy based on problem situation;(5)Starting from language,let students learn to express the process.