Analyze the Teaching Principles of Logical Thinking and Experimental Thinking in Mathematics Teachin

Abstract:Since the reform of the new curriculum, higher requirements have been put forward for the primary school mathematics curriculum. Teachers should not only impart mathematical knowledge but also cultivate students' logical thinking skills during teaching.

Therefore, mathematics teachers should establish a modern education concept, actively guide primary school students to think about mathematics problems, and improve the quality of mathematics teaching on the basis of mobilizing students' enthusiasm for learning.

In teaching activities, mathematics teachers need to fully follow the laws of physical and mental development of primary school students, pay attention to the construction of life situations, and apply the knowledge points learned to real life, so that students can think about problems based on mathematical perspectives and have good logical thinking skills, so as to achieve the teaching goal of applying what they have learned.

1. The significance of cultivating students' logical thinking ability in mathematics teaching.

Cultivating students' thinking ability is a relatively broad content, and it is also an important goal in mathematics teaching. Mathematics subjects cover a lot of logical knowledge, and students need to connect with old knowledge in learning new knowledge, and a variety of methods can be considered when solving problems, which can exercise students' divergent thinking. Therefore, in the teaching of mathematics courses, teachers need to set up scientific teaching plans to stimulate students' desire to learn.

In traditional mathematics teaching, the only indicator for teachers to evaluate students has become test scores, which not only increases students' psychological pressure, but also limits students' thinking. Due to the weak comprehension ability of primary school students, they often become bored with learning in this teaching mode, which is extremely detrimental to their future development. Therefore, in the quality education environment, teachers should innovate the teaching mode and pay attention to cultivating and exercising students' logical thinking ability.

In recent years, with the enhancement of China's comprehensive national strength, the essence of the competition in the industry is the competition of high-quality talents, and high-quality talents can bring a lot of benefits to the enterprise. As an important base for cultivating high-quality talents, the thinking ability of students is closely related to the creation of value. Throughout the primary school curriculum system, mathematics is the best subject to exercise students' logical thinking ability.

Therefore, as a critical period for building individual logical thinking ability, mathematics teachers should change their teaching philosophy and focus on cultivating students' logical thinking, so as to improve the quality of mathematics teaching.

1.Situational creation and question raising.

Scenario creation should enable students to solve problems with existing knowledge and experience, and encourage students to think independently, challenge authority, and cooperate and interact, so as to form a lively teaching atmosphere in which students take the initiative to learn and actively participate.

In the question-raising stage, students mainly associate phenomena with concepts to activate prior knowledge through observation, combined with the analysis of the relationship between phenomena or variables in the environment, and put forward different questions from multiple perspectives on the basis of divergent thinking. Compare and distinguish the feasibility of the questions asked, further define your own research questions, and clarify the learning objectives.

2.Make assumptions and make plans.

Through logical thinking such as causal reasoning, analogical reasoning, and deductive reasoning, students need to put forward verifiable hypotheses on the basis of existing scientific concepts, and construct knowledge through continuous testing and revision of hypotheses.

3.Evidence collection and information processing.

At the beginning of the program, students use different investigative methods and tools to collect evidence through observation, divergence, comparison, analysis, synthesis and other ways of thinking. Use divergent thinking to consider the collection of evidence from a multi-dimensional perspective such as the type of evidence and the way of collection; Based on the way of thinking, such as comparison, analysis, and synthesis, the accuracy and reliability of the evidence, as well as the relevance and sufficiency of supporting claims, are comprehensively evaluated.

4.Draw conclusions and communicate with expressions.

Students are required to derive a reasonable explanation of how or why a phenomenon occurs from the information gathered on the basis of scientific reasoning; By comparing and analysing different theories and evidence, the explanations developed in the harmonized survey are further evaluated.

5.Summarize reflection and application migration.

After the completion of a ** cycle, start from the background knowledge, link the learning objectives, and critically review the ** process; On the basis of thinking activities such as analysis, comparison, and generalization, reflect on and self-evaluate the process, and put forward new questions for the new cycle.