A Study On Status Quo Survey And Teaching Countermeasures Of Mathematical Logic And Reasoning Literacy Of Senior Three Students

With the progress of curriculum reform,Chinese curriculum has experienced a process from knowledge to ability and from ability to accomplishment.The core quality of mathematics is a major breakthrough in high school curriculum reform and the centralization and refinement of the Communist Party of China’s educational policy.How to cultivate students to learn to think and apply what they have learned so as to form the habit of logical thinking,and how to use the known knowledge to solve the unknown problems,have become important problems to be solved in the high school education stage in China.This research takes the mathematical logical reasoning literacy of students in senior three as the research theme,and conducts the current investigation and analysis of logical reasoning literacy of senior three students and explores the teaching countermeasures.First of all,according to the core literacy evaluation framework of Mathematics Curriculum Standards General High School(2017 edition 2020Revision)and the core literacy evaluation framework proposed by Yu Ping,this study constructs the evaluation framework of mathematical logical reasoning literacy of high school students,and compiled the evaluation paper from three levels and three dimensions.Secondly,select student sample test,from level three and three dimensions of the students’ logical reasoning literacy integrity analysis,from school,gender,mathematics performance three aspects of students’ logical reasoning literacy difference analysis,from the students answer situation for qualitative analysis,to understand the present situation of senior students’ mathematical logical reasoning literacy.Finally,based on the survey results of teacher interview and student evaluation,combined with the current situation of senior three students and the problems and reasons analysis,the teaching countermeasures to develop students’ mathematical logical reasoning literacy in teaching practice are put forward.By selecting senior three students and teachers from two schools as samples,the following results were obtained from data analysis.(1)The reliability,validity,topic difficulty and differentiation of the evaluation volume compiled in this study meet the requirements of educational measurement.(2)The overall level of mathematical logic and reasoning literacy of senior three students needs to be improved.(3)The level of mathematical logical reasoning literacy and deductive reasoning level of senior three students in demonstration schools is significantly higher than that of ordinary schools.Specifically,students in the model schools have significantly higher deductive reasoning than ordinary schools,but there were no significant differences in inductive and analogy reasoning.(4)The gender difference in mathematical logical reasoning literacy of senior three students is not significant.(5)The level of mathematical logical reasoning literacy of senior three students is significantly and positively correlated with their mathematical academic performance;that is,the higher the level of logical reasoning literacy,the higher the students’ usual mathematical performance.(6)The level of mathematical logical literacy of students with math scores in [120,150] is significantly higher than that of [90,120)and [60,90),and that of students with math scores at [90,120)is significantly higher than that of [60,90).(7)The problems of mathematical logic reasoning of senior three students are as following.First,the solidification of mathematical problem-solving thinking.Second,the thinking of the problem is not comprehensive.Third,the memory of knowledge points is confused.Fourth,the understanding of the problem stem conditions is not accurate.(8)Its causes are shown as following.First,teachers attach different importance to inductive reasoning and analogy reasoning;second,inconsistent learning of three forms of reasoning;third,lacking of logical reasoning thinking;fourth,inadequate mathematical knowledge.Therefore,the test papers compiled in this study is of good quality and can be used as an evaluation tool for the mathematical logic and reasoning literacy of high school students.In addition,there is room for further improvement of the overall level of senior three students,and there are differences existing among schools.Students’ mathematical logic and reasoning literacy is closely related to their mathematical academic performance.What’s more,based on the results of teacher interviews and investigation,four teaching countermeasures for developing students’ mathematical logic reasoning literacy in classroom teaching.(1)Attach importance to the teaching of different forms of reasoning and improve the reasoning knowledge.(2)Explain the process of reasoning thinking and find logical loopholes.(3)Sort out the logical structure of knowledge and complete the knowledge network.(4)Emphasize the use of mathematical language to form rigorous argumentation.