In the teaching of basic knowledge of mathematics, we should strengthen the teaching of forming concepts, rules and laws, which is also an important means to cultivate students' initial logical thinking ability. However, the teaching in this area is abstract, and the students are young, lack of life experience, poor abstract thinking ability and difficult to learn. Students' learning of abstract knowledge is a leap on the basis of a lot of perceptual knowledge. Perceptual knowledge is the basis for students to understand knowledge, and intuition is the way and source of information for mathematical abstract thinking. When teaching, I pay attention to the transformation from intuition to abstraction, and gradually cultivate students' abstract thinking ability. In teaching the knowledge of "angle", in order to make students get the correct concept of angle, I first guide students to observe the angles formed by objects and models, such as triangles, pentagrams, open scissors and fans, and abstract the angles from these objects. Then through physical demonstration, nail one end of two thin wooden strips together and rotate one of them, which intuitively shows that a ray can get different angles by rotating around its endpoint. Students can demonstrate by themselves with prepared learning tools, and clarify the concept of angle from the perspective of movement, so as to prepare for introducing the concepts of straight angle and rounded corner.

Second, starting from the connection between old and new knowledge, actively develop students' thinking.

Mathematical knowledge has a strict logical system. As far as students' learning process is concerned, some old knowledge is the basis of new knowledge, and new knowledge is the extension and development of old knowledge. Students' cognitive activities are always based on existing old knowledge and experience. Every time I teach a little new knowledge, I review the old knowledge as much as possible, make full use of the existing knowledge to pave the way, and guide students to use the law of knowledge transfer and develop their thinking in the process of acquiring new knowledge. For example, when teaching the relationship between the parts of addition and subtraction, I first reviewed the names of the parts of addition, and then guided the students to draw from 35+25 = 60: 60-25 = 35; 60-35=25。 By comparison, we can see that the figures in the latter two formulas are actually addends in the former formula. Through observation and comparison, let the students sum up the formula for finding addend: one addend = and- another addend. In this way, students are guided to learn new knowledge by reviewing the past, and new knowledge is brought into the original knowledge system, which enriches knowledge, broadens their horizons and develops their thinking.

Third, carefully design questions to guide students' thinking

Pupils have poor independence, are not good at organizing their own thinking activities, and often think of what they see. Cultivating students' logical thinking ability is mainly through the demonstration, guidance and guidance of teachers in the teaching process, so that students can acquire some thinking methods in a subtle way. Teachers carefully design questions in the teaching process, put forward some enlightening questions, stimulate thinking, and mobilize students' enthusiasm and initiative to the maximum extent. Students' thinking ability can be effectively developed only when they are active in thinking. In the teaching process, teachers should put forward thoughtful questions with moderate depth according to the key points of textbooks and students' reality, so as to activate each student's thinking activities and master the newly learned knowledge through correct thinking methods.

Fourth, carry out reasoning training to promote students' thinking.

Language is the tool and shell of thinking. Strengthening language training in mathematics classroom, especially oral reasoning training, is a good way to develop students' thinking. When studying the chapter "Decimals and Composite Numbers", because decimals and composite numbers are rewritten, more knowledge needs to be comprehensively applied, which is exactly where students are prone to make mistakes. How to break through the difficulties and let students master this part of knowledge? I pay attention to strengthening reasoning training in classroom teaching. After the students learn the examples, inspire them to summarize the rewriting methods of decimal and composite numbers, and then let the students tell the process of doing the problems according to the methods. Through such repeated reasoning training, good results have been achieved, which not only deepens students' understanding of knowledge, but also promotes the development of thinking ability.