The cultivation of primary school mathematics logical thinking ability, thinking is the general characteristic of the brain to objective things. The cultivation of thinking ability is one of the main tasks of primary school mathematics teaching, which can cultivate students' thinking ability. Let's take a look at the cultivation of mathematical logical thinking ability in primary schools.
The cultivation of mathematical logical thinking ability in primary schools 1 First, adhere to the people-oriented principle.
From the psychological point of view, thinking has diversified characteristics, and primary school mathematics is also one of the basic subjects in primary school teaching. Therefore, teachers should pay attention to cultivating students' creative thinking, that is, logical thinking ability. It can be said that teaching activities are aimed at teachers and students. First of all, as the main body of teaching activities, students are at an important stage of physical and mental development, and there are certain differences in their personality and learning ability.
And mathematical knowledge is a very logical subject. Therefore, in teaching, teachers should proceed from the characteristics of students at this stage, adhere to the people-oriented teaching concept, and let students realize effective learning in their favorite way. Adopting effective teaching methods can shorten the distance between teachers and students and effectively improve students' logical thinking ability.
Secondly, as the instructor of teaching activities, teachers should update their teaching concepts in time. In the traditional teaching mode, teachers teach mathematics knowledge to students too much, and they don't care whether students can accept it, but for students, they can only passively accept knowledge, which reduces the learning effect of students.
Therefore, in view of this phenomenon, teachers should innovate teaching ideas in time, give full play to students' subjectivity, encourage students to think independently, put forward their own views through autonomous learning, improve the communication effect between teachers and students, ensure the affinity of mathematics classroom, and promote the development of students' logical thinking ability.
For example, in the process of learning "triangle cognition", teachers should show students more colorful pictures, including different triangles, squares and rectangles, to guide students to classify and improve their learning enthusiasm. Starting from the aspects that students are interested in, let students enter the classroom better.
At the same time, teachers should ask questions to students, guide them to think, create corresponding teaching situations for them and promote their thinking development. Students can be questioned through the influence of the situation. When students encounter difficulties, teachers should come to the students in time to guide them to solve problems, so as to improve their logical thinking ability and classroom teaching quality.
Second, create a real teaching situation
Only with the help of real teaching situations can we ensure the activity of classroom teaching. Therefore, in teaching, teachers should first adhere to the teaching content, create suitable teaching situations for students, and at the same time ensure that teaching is based on students' lives, so that students can apply what they have learned in mathematics to their lives.
Therefore, in teaching, teachers can design teaching content, integrate into the life situation, and create a suitable learning atmosphere for students, thus improving the activity of classroom teaching, helping students to actively participate in learning and ensuring the vitality of classroom teaching.
Secondly, in teaching, teachers should pay attention to details, highlight the authenticity of teaching and improve students' learning effect with the help of teaching activities. For teachers, we should pay attention to teaching activities in time, find existing problems, correctly guide students and cultivate their logical thinking ability.
For example, in the process of "finding rules" in teaching, teachers should first ask students questions and then guide them to think, for example, do you know what arrangement is? With the help of the problem teacher, we can start with the queue of students' sports activities, select several students to the podium, and queue up according to different situations to guide students to think.
Under the influence of this teaching situation, students can be prompted to think and actively participate in the classroom. After the students' discussion, the teacher should choose the students to tell the results of the discussion. With the help of this teaching method, new lesson knowledge can be effectively introduced, thus improving students' learning effect.
Third, respect the differences among students.
Influenced by many factors, there are some differences in students' personality characteristics and learning ability. Therefore, teachers should respect students' differences in teaching, face each student correctly, and at the same time respect students' dominant position and avoid treating students differently.
In classroom teaching, teachers should create corresponding opportunities so that every student can show himself, thus helping students to achieve diversified development and promoting the development of students' logical thinking ability. Secondly, in teaching, teachers can start with students' acceptability, make different teaching plans and adopt targeted teaching methods to meet students' individualized development needs.
To sum up, we can see that primary school is an important stage of students' physical and mental development. Therefore, in teaching, teachers should realize the importance of cultivating students' thinking ability and take targeted measures to encourage students to actively participate in learning and improve students' learning effect.
The cultivation of mathematical logical thinking ability in primary schools II. Encourage multiple solutions to one problem and cultivate innovative thinking ability.
Mathematics Curriculum Standard for Compulsory Education (hereinafter referred to as Curriculum Standard) points out: "It has the initial innovative spirit and practical ability, and can be fully developed in emotional attitude and general ability. Form some basic strategies to solve problems, experience the diversity of problem-solving strategies, and cultivate practical ability and innovative spirit. " Teachers should strive to promote the development of students' innovative thinking ability when organizing primary school mathematics classroom teaching activities. Through teaching practice, it is proved that multiple solutions to one problem is an important means to promote the development of innovative thinking ability, which is worth trying in primary school mathematics classroom.
Second, carry out analogy teaching to cultivate comparative thinking ability.
The curriculum standard points out: "(students) can describe the characteristics and origin of objects;" Can clearly explain the difference and connection between this object and related objects. Explore and actively participate in specific mathematical activities, and discover some characteristics of objects or differences and connections with other objects through observation, experiment, reasoning and other activities. "
Comparative thinking ability is an important thinking quality. In the usual classroom teaching activities, teachers should cultivate students' comparative thinking ability through analogy teaching, which is of great significance to promote the development of students' mathematical core literacy.
In the teaching of "factors and multiples" in the second volume of grade five, the textbook first arranges the explanation of the concept of common factor, and then arranges the explanation of the concept of common multiple. In the teaching of the concept of common multiple, I introduce it by analogy with the concept of common factor of old knowledge: first, let students find out the factors of two numbers respectively, and then let them find out what the common factor of these two numbers is. The students listed the factors of 6 and 8 one by one, and quickly came to the conclusion that the common factors of 6 and 8 are 1 and 2.
I also analyzed that 1 and 2 are the common factors of 6 and 8. In mathematics, if two or more natural numbers have their common factors, these common factors are called common factors. Similarly, if two or more natural numbers have a common multiple, then this common factor is called a common multiple. After analogy, students quickly mastered the concept of common multiple, greatly improved the teaching efficiency and realized the all-round development of comparative thinking ability.
Third, introduce information technology to cultivate imaginative thinking ability.
The curriculum standard points out: "The design and implementation of mathematics curriculum should attach importance to the application of modern information technology, especially the influence of calculators and computers on the content and methods of mathematics learning, vigorously develop and provide students with more abundant learning resources, regard modern information technology as a powerful tool for students to learn mathematics and solve problems, and devote themselves to changing students' learning methods, so that students are willing and have more energy to invest in realistic and exploratory mathematics activities. "
Through information technology, changing static state into dynamic state and simplifying complexity will help students to establish an organic connection between abstract mathematical models and vivid real life, thus promoting the benign development of their imaginative thinking ability.
The cultivation of mathematical logical thinking ability in primary schools. By analogy, cultivate the depth of thinking.
The profundity of thinking refers to the higher abstraction and logic of thinking activities, which is manifested in being good at thinking deeply about problems and grasping and discovering the essential laws of things from complex phenomena. The cognitive structure of primary school students is often flawed, and they are not good at integrating knowledge into the original cognitive structure, so they lack depth in considering problems. Therefore, we should grasp the following three points in teaching:
1, cultivate students' logarithmic generalization ability.
The ability to decompose numbers is the core of number generalization. For example, teaching addition within 20, using visual AIDS, let students know how a number is made up of several parts, guide them to compare the actual meaning of numbers within 20, know the size and order, and practice combination and decomposition.
2. Let children gradually master simple reasoning methods.
According to the internal relations of teaching materials, children are guided to make analogical reasoning. For example, in the teaching of multiplication formula, students can show their "vivid" thinking process through the steps of interlocking one ring, so that they can understand the credibility of multiplication formula 2-4 and the formation process of each multiplication formula. Then, using the strong imitative characteristics of junior students, let them try to imitate the teacher's practice and deduce the multiplication formula of 5-6. After students imitate successfully, we will sum up several steps with them:
(a) posing as a real object; Provide thinking materials;
② List the results of the addition formula;
(3) List the multiplication formula, indicating that the result is the result of the addition formula;
④ Construct the formula by using the known number and result of the multiplication formula. Let them independently deduce the multiplication formula of 7-8 step by step.
In this process, according to the different situations of different students at different stages, different tips and guidance are given to make independent thinking develop step by step. By the time the multiplication formula of 9 is derived, some students have been able to derive it almost completely, and most students' thinking ability has been improved to varying degrees.
3. Cultivate the ability to master the structure of application questions.
There is a structural problem in the teaching of all subjects. Pay close attention to structural training, so that students can master the quantitative relationship of mathematical problems without being disturbed by the specific plots in the questions, which is an important part of cultivating profound thinking. Because of the limitation of age and knowledge level, the thinking of junior students often has great limitations. To this end, I take a variety of methods in mathematics teaching.
Such as: supplementing conditions and questions, changing narrative methods without changing the meaning of questions, expanding questions according to the requirements of questions, disassembling and shortening application questions, examining questions, editing application questions, etc. Expand students' thinking activities and cultivate students' thinking depth.
Second, reasonable association, cultivate the agility of thinking.
Agile thinking refers to a person's ability to find problems and solve them decisively in thinking activities, which is characterized by correct and rapid operation process, simple observation of problems and concise and agile thinking process. Therefore, in the process of computing teaching, I aim at cultivating the agility of students' thinking and require students to have correct and fast computing ability. There are two ways to do this:
1. In computer teaching, students are required to always have speed on the correct basis.
For children in lower grades, we should pay attention to the correct rate of students' calculation, pay close attention to speed training, and practice quick calculation once a day for a certain period of time. This table has a word calculation. For example, "one question per person" and "one person, the whole class looks at it". If an error is found, correct it immediately or "check the password". The teacher said the first half of the multiplication formula, and the whole class answered the second half of the multiplication formula together, so that all students' thinking was in a positive state. Fast calculation contest, such as comparing the number of calculation questions completed in the specified time with the time required to complete the specified exercises, so that everyone in the class can think correctly and quickly.
2. Teach some fast calculation methods in the calculation process.
For example, on the basis of mastering the "add up to ten methods" and drawing lessons from the advantages of abacus calculation, teach students the "complement method" to make them know that 1 and 9, 2 and 8, 3 and 7, 4 and 6 are complementary. For example, when calculating 9+2, because 9 and 1 are complementary, we can see that 9 is thinking about 10 and get 1 1. Cultivate students' keen perception, such as
① 10x5x 2 10÷5x 2 10÷(5x 2) 10÷5÷2
②8÷4+8÷48÷4X8÷48X4÷8X4
③32—8÷432÷8X432+8÷4
Through repeated training, it is an effective method to guide students' rational association and communicate the internal relationship between knowledge.