《普通高中数学课程标准》（2017版）指出高中数学教学要把握数学本质，加强在教学过程中对学生数学核心素养的培养，激发学生兴趣，引导学生感悟数学价值，这需要教师对教学模式和教学方法进行改进与完善。已有研究发现，数学游戏作为一种集趣味性、操作性和知识性于一体的活动,可以用来提升学生的学习动机、学科认同感、思维能力等，目前相关实践研究仍在不断深入。

本文选用数织谜题进行数学游戏教学，通过准实验研究和个案研究探究数学游戏对高一学生逻辑推理能力的影响。首先，本文梳理国内外对数织谜题的理论研究与解题策略，梳理逻辑推理能力相关研究，依据新课标构建“2+3+3+4”模式逻辑推理能力测评框架，编制前后测试题、观察表与访谈提纲。然后，本文选择A、B两班进行准实验研究，一个月内对A班进行4次数学游戏教学，收集两班前后测成绩，并选择A班的4名学生进行个案研究，利用观察和访谈收集学生行为表现与感受反馈。最后，本文对前后测成绩进行数据分析，得出数学游戏对高中生逻辑推理能力呈正显著影响的结论，且在性别上的影响没有显著差异，其中，数织谜题对学生的归纳推理部分、空间图形维度、低水平组的影响最为显著。通过对质性文本数据的分析，发现数学游戏对学生的思维与表达、交流与反思方面影响显著。总结数学游戏对逻辑推理能力产生影响的原因主要为：①数学游戏能够通过提高学生的学习动机，促进学生的思维表现而提高逻辑推理能力；②数学游戏能刺激学生产生更多的自我调控行为从而优化逻辑推理表现。

The 2017 edition of the General High School Mathematics Curriculum Standards points out that high school mathematics teaching should grasp the essence of mathematics, strengthen the cultivation of students' mathematical core literacy in the teaching process, stimulate students' interest, and guide them to understand the value of mathematics. This requires teachers to improve and perfect teaching modes and methods. Previous studies have found that mathematical games, as an activity that combines fun, operability, and knowledge, can be used to enhance students' learning motivation, subject identification, thinking ability, etc. Currently, relevant practical research is still being continuously deepened.

This article uses Nonogram puzzles for teaching mathematical games, and explores the impact of mathematical games on the logical reasoning ability of high school students through quasi experimental and case studies. Firstly, this article reviews the theoretical research and problem-solving strategies for Nonogram puzzles both domestically and internationally. It also outlines research related to logical reasoning ability. Based on the new curriculum standard, a "2+3+3+4" mode logical reasoning ability evaluation framework is constructed, and pre - and post test questions, observation tables, and interview outlines are prepared. Then, this article selected Class A and Class B for quasi experimental research. Within a month, Class A was taught mathematical games four times, and their pre - and post test scores were collected. Four students from Class A were selected for case studies, and their behavioral performance and feedback were collected through observation and interviews. Finally, this article conducts data analysis on the pre - and post test scores and concludes that mathematical games have a significant positive impact on the logical reasoning ability of high school students, and there is no significant difference in the impact on gender. Among them, Nonogram puzzles have the most significant impact on students' inductive reasoning, spatial graphic dimensions, and low-level groups. Through the analysis of qualitative textual data, it was found that mathematical games have a significant impact on students' thinking, expression, communication, and reflection. The main reasons for the impact of mathematical games on logical reasoning ability are summarized as follows: ① Mathematical games can improve students' learning motivation, stimulate their thinking performance, and enhance their logical reasoning ability; ② Mathematical games can stimulate students to engage in more self-regulated behaviors, thereby optimizing their logical reasoning performance.