逻辑推理能力是《义务高等教育数学课程标准(2011年版)》中明确提出的十大核心概念之一，是《义务教育课程方案和课程标准(2022年版)》核心素养的重要组成部分之一，是《普通高中数学课程标准(2017年版)》提出的数学六大核心素养之一，也是学生学习数学的重要目标之一。立体几何是数学学习的重要组成部分，同时在现实生活中有着不可替代的教育价值。高中立体几何课程中“点、线、面的位置关系”无论在日常的学习或是在高考评测中都占据着重要地位。通过教学实践和考试评测结果发现，学习者因缺乏逻辑推理能力造成一定的学习困难，因此本研究选取深圳市某高中160名学生为测试对象，以高中立体几何初步中“点、线、面的位置关系”为测试内容载体，基于范·希尔几何思维水平理论编制测试卷测评学生的几何思维水平与逻辑推理能力的现状，以教师访谈调研立体几何的教学现状，进而研究分析教学策略，并选取《直线与平面垂直的判定定理》进行教学设计，通过教学策略的落实与教学设计的评价得到相应的结论与反思。

本研究结合理论研究基础和实践研究基础展开，首先通过查阅国内外关于逻辑推理能力测评及教学策略的相关文献与成果进行统计分析，再依据范希尔几何思维层次理论编制基于逻辑推理的立体几何测试卷对学生进行能力测评，并通过对学生的非智力问卷调查与对一线教师进行访谈分别来调研分析目前立体几何的学习和教学现状。综合分析上述测试题和问卷调查结果对立体几何教学提出一定的教学策略，并将教学策略进行落实与实施，以“点、线、面的位置关系”中《直线与平面垂直的判定定理》为例，规划设计教学方案，并收集一线教师对于此次教学设计方案的评价，作为本研究立体几何教学策略的结果评价分析，最后得到相应的结论与反思。

本研究的结论为：

（1）通过基于逻辑推理的立体几何测试卷分析结果可知测试学生的范希尔几何思维水平大多位于水平三，能进行非形式化的演绎推理。但如果判定条件有一些限制或缺失，形式则不能进行演绎推理，这部分学生的形式化的演绎推理还有待进一步提升，学生的逻辑推理能力还有待进一步完善。

（2）通过基于逻辑推理的立体几何学情问卷和教师访谈问卷可知在立体几何教学中发展学生的逻辑推理素养十分关键，但逻辑推理素养的发展在实际的立体几何课堂教学中没有得到很好的落实。

最后，本研究基于逻辑推理对立体几何教学提出了五点教学策略，分别为：（1）加强基本概念教学，夯实几何知识基础；（2）引导合情推理猜想，明晰推理证明思路；（3）落实演绎推理证明，规范几何证明过程；（4）强化几何语言训练，精确几何语言表达；（5）演示空间实物模型，局部整体结合讲述。这些策略可以有效提高立体几何课堂效率，对培养学生的逻辑推理素养具有一定的参考意义。

  Logical reasoning ability is one of the ten core concepts clearly put forward in the mathematics curriculum standard for compulsory higher education (2011), one of the important components of the core literacy of the curriculum plan and curriculum standard for compulsory education (2022 Edition), one of the six core literacy of the mathematics curriculum standard for ordinary high school (2017 Edition), and one of the important goals of students' learning mathematics. Solid geometry is an important part of mathematics learning. At the same time, it has irreplaceable educational value in real life. The "positional relationship of point, line and surface" in senior high school solid geometry curriculum plays an important role in both daily learning and college entrance examination evaluation. Through teaching practice and examination evaluation results, it is found that learners have some learning difficulties due to their lack of logical reasoning ability. Therefore, this study selects 160 students from a senior high school in Shenzhen as the test object, takes the "position relationship of points, lines and planes" in the preliminary three-dimensional geometry of senior high school as the test content carrier, and compiles the test paper based on van Hill's geometric thinking level theory to evaluate the current situation of students' geometric thinking level and logical reasoning ability, The present teaching situation of solid geometry is investigated through teacher interview, and then the teaching strategy is studied and analyzed. The judgment theorem of the perpendicularity of straight line and plane is selected for teaching design. Through the implementation of teaching strategy and the evaluation of teaching design, the corresponding conclusions and reflection are obtained.

This research is carried out on the  basics of theoretical research and practical research. first of all, it makes statistical analysis by referring to relevant literatures and results of logical reasoning ability assessment and teaching strategies at home and abroad and then according to Van Hill's geometric thinking hierarchy theory,three-dimensional geometry test volumes based on logical reasoning are prepared to evaluate students’ abilities.And through the non-intellectual questionnaire survey of students and interviews with front-line teachers to investigate and analyze the current situation of solid geometry learning and teaching. Comprehensive analysis of the above test questions and questionnaire survey results for the solid geometry teaching put forward a certain teaching strategy, and the use of the above five teaching strategies, teaching strategies for implementation and implementation, to "point, line, surface position relationship" in the "line and plane vertical determination theorem" as an example, planning and design of the teaching program, and get the corresponding conclusions and reflections.

The conclusions of this study are as follows:

(1) According to the analysis results of the stereo geometry test paper based on logical reasoning, it can be found that the van hill geometric thinking level of the test students is mostly at level three, and they can carry out non-formal deductive reasoning. However, if there are some restrictions or absences in the judgment conditions, deductive reasoning cannot be carried out, and the formal deductive reasoning of this part of the students needs to be further improved, and the students' logical reasoning ability must be further improved.

(2) Through the solid geometry situation questionnaire and the teacher interview questionnaire based on logical reasoning, it can be seen that it is very critical to develop students' logical reasoning literacy in stereo geometry teaching, but the development of logical reasoning literacy has not been well implemented in the actual stereo geometry classroom teaching.

Finally, based on logical reasoning, this study puts forward five teaching strategies for the teaching of solid geometry, which are: (1) Strengthening the teaching of basic concepts and consolidate the foundation of geometric knowledge; (2) Guiding reasonable inference conjectures and clarify the idea of reasoning proof; (3) Implement deductive reasoning proof and standardize the geometric proof process; (4) Strengthen geometric language training and accurate geometric language expression; (5) Demonstration space physical model,part of the overall combination of the story.These strategies can effectively improve the efficiency of solid geometry class and have certain reference significance to cultivate students’ logical reasoning accomplishment.