Students lack the ability of logical thinking. Because students now have a lot of homework (although the burden is reduced, it is actually increased), so students rarely write compositions first, then revise them, and finally copy them down and hand them in. They often "do it in one go" and think that it is the teacher's task to correct the composition anyway, and the time is too tight. Nine times out of ten, the composition written in this way has many problems. First of all, the thinking is unclear, the structure is loose, the focus is not prominent, and even digression and digression; Secondly, there are many sick sentences and many typos; Third, the writing level is extremely low, even graffiti. Teachers who change their compositions may be furious, but have you ever thought about how you teach your students? Instead of guiding students to think and teaching them logical thinking, students are just afraid of you and finish the task. It is said that junior high school students are required to write a composition of more than 600 words. Some students don't seriously think about how to write a composition, but count while writing a composition and mark it in the composition book, for fear that the teacher won't believe it!

As can be seen from the above examples, due to the lack of attention to cultivating students' logical thinking ability in the usual education and teaching process, the knowledge students have learned is chaotic, but they only get a bunch of "materials" and will not build their own "houses".

Judging from the teaching effect of teachers, it is necessary to cultivate students' logical thinking ability.

As the saying goes, "get twice the result with half the effort or get twice the result with half the effort" is about the efficiency of a person or a group. As a teacher, so is work efficiency. Nowadays, effective teaching is advocated, and "effective" refers to the problem of efficiency and efficiency. Some teachers have a high teaching effect and are praised by everyone; Some teachers have commented on him for decades that "there is always hard work without credit". This kind of teacher lacks thinking in the teaching process, and a full-fledged teacher will not sum up experience, or will only be satisfied with his own teaching tasks, which is not desirable. We think that one of the ultimate goals of teachers is to teach students who don't need to be taught. This requires teachers to give students learning methods and ideas. Learning methods and ideas actually involve the cultivation of many logical thinking abilities. To improve the teaching effect, we must cultivate students' logical thinking ability.

For example, how to cultivate students' writing methods and ideas? If every time you write a composition, you should follow the book and arrange writing, correcting and commenting on the composition according to the requirements of the textbook, students may not write well all their lives. What should we do? As teachers, we should find out the common psychological characteristics of all students in a class according to the actual situation of students, find out the psychological development tendency of most students, prescribe the right medicine and correct the mistakes that students often make. We find that students often "make mistakes" in writing, as follows:

1, there are too many typos and sick sentences.

2. The meaning between sentences and paragraphs is incoherent or even irrelevant. 3. The whole article is off topic.

4. The structure is loose, the thinking is unclear, and the focus is not prominent. 5. Lack of polishing, boring articles and lack of innovation. 6, graffiti, graffiti.

In view of the above problems, if the teacher writes these comments every time he corrects the composition, it is obviously "getting twice the result with half the effort" and the effect is not good. If students are found to have the above problems, the correct way is to teach them the methods and ideas to correct them. If there are too many typos and sick sentences in students' compositions, it is important to teach students not only how to write words correctly and understand their meanings and usage, but also some common grammar knowledge and the collocation and order of sentence components. If there is a situation in students' composition that "the meaning between sentences and paragraphs is incoherent or even irrelevant", students should be taught some common logical knowledge, such as judgment, reasoning, proof and refutation. Students can read their own sentences to students, teachers and students can discuss the existing logical problems, cultivate students' logical thinking ability, and avoid similar phenomena in future writing. Then, what about the problems in students' composition, such as "the whole article is off topic, off topic, loose structure, unclear thinking and not prominent key points"? In fact, it is also the lack of students' logical thinking ability. This kind of students lack correct thinking in writing, can't judge questions and conceive, just passively think about writing sentence by sentence, and even copy some sentences at random to perfunctory. After a long time, such students are particularly afraid of writing and lack logical thinking ability. As teachers, we should teach students how to examine questions and how to conceive the methods and ideas of composition. For example, how to determine the theme, what to write first, what to write in the middle, how to end at last, how to choose materials around the theme, and grasp the key points in the writing process. As for the problems existing in students' compositions, such as insufficient polishing, boring articles, lack of innovation and scribbling, students' logical thinking ability is still poor except that they have not developed good habits. Students can't compare, find problems, and don't know the important role of "identity, law of contradiction and law of excluded middle" in writing.

If we teach students some logical knowledge and let them know some theoretical knowledge in the usual composition teaching, then students will carefully conceive before writing, so as to have a well-thought-out plan and constantly improve their writing level, so that teachers will not write out the "wrong" comments when students write their compositions every time they correct their compositions. Similarly, in the process of students' learning, students have mastered some logical thinking knowledge and have certain logical thinking ability. Then, it is a relatively easy process for teachers to ask questions and discuss problems with teachers and students. Students' interest in learning will also be improved, students' learning effect will be significantly improved, and teachers' teaching effect will also be significantly improved, which can be described as "getting twice the result with half the effort".

Third, cultivate students' logical thinking ability from the perspective of students' growth. The ultimate goal of cultivating students is to deliver qualified talents for the society. Qualified talents must have certain thinking ability, including logical thinking ability. For example, if students want to engage in social activities in the future, they can't understand what others say and can't tell right from wrong when talking to others, so they can't stand on the society. We know that Ah Q written by Lu Xun doesn't understand the meaning of drawing a circle. Isn't this a tragedy? We know that "in a word, a thousand dollars is hard to buy" in daily life, which contains the charm of logical thinking. Chinese is a basic subject, which is the basis for students to learn other subjects. If students' understanding ability is poor, they can't learn other subjects well. Therefore, we can't despise the cultivation of students' logical thinking ability. We should cultivate students' logical thinking ability in the process of Chinese teaching activities, combine perceptual education with rational education, optimize education, deliver more qualified talents to the society, and truly realize the ultimate goal of education.