随着社会的发展和科技的进步，各国对数学学科素养的重视程度日益增 强。在这个背景下，逻辑推理能力作为数学素养的关键组成部分，显得愈发 重要。在中国，数学学科核心素养备受关注，各界开始认识到其对学生综合 发展的重要性。为了进一步提升我国高中生的推理能力，数学教育领域的学 者们正在积极开展逻辑推理的相关研究。 本研究选取了兰州大学附属中学的三个班级进行推理能力测评。借鉴国 际学生评估计划（PISA）的测评框架，我们构建了以内容、认知和形式为三 大维度的测评体系，并设计了一系列具有挑战性和代表性的逻辑测试题。通 过对数据的分析和总结，我们得出了以下结论：无论是培优班、普通班还是 学困班，学生们的逻辑推理能力整体上处于中等偏上水平；然而，不同层次 班级之间的推理能力存在显著差异，这提示了教育者需要采取针对不同学生 的差异化教学策略和干预措施。

With the development of society and the advancement of science and technology, countries are attaching increasing importance to literacy in the subject of mathematics. In this context, logical reasoning ability, as a key component of mathematical literacy, has become increasingly important. In China, the core literacy of mathematics discipline has attracted much attention, and all walks of life have begun to recognize its importance to the comprehensive development of students. In order to further enhance the reasoning ability of high school students in China, scholars in the field of mathematics education are actively carrying out research related to logical reasoning. In this study, three classes in the middle school affiliated to Lanzhou University were selected to assess reasoning ability. Drawing on the assessment framework of the Program for International Student Assessment (PISA), we constructed an assessment system with content, cognition and form as the three major dimensions, and designed a series of challenging and representative logic test questions. By analyzing and summarizing the data, we came to the following conclusions: whether it is a PuiYou class, an ordinary class, or a struggling class, the students' logical reasoning ability is on the whole at an intermediate to high level; however, there is a significant difference in reasoning ability between classes III of different levels, which suggests the need for educators to adopt differentiated teaching strategies and interventions for different student.