We can start from the following three aspects. First, we should create a harmonious and democratic classroom atmosphere for students, so that students can debate bravely and confidently. Second, it is necessary to fully embody the students' thoughts and give them enough time and space to reason. Third, the exemplary role of teachers should not be ignored, and attention should be paid to the standardization of mathematical language to give students correct guidance. Students are the masters of learning. It is one of our main purposes in the process of mathematics teaching to train students to express problems, communicate and form the consciousness of using mathematics. The expression of mathematical language is also a reflection of students' mastery of knowledge. In the current mathematics education under the new curriculum, he not only pays attention to students' understanding, mastery and application of knowledge, but also requires students to learn from the perspective of mathematics. Using mathematical knowledge to reason about some problems, there will be some questions that students need to reason about in many exams recently, but our students often write a lot but don't express their ideas, pay attention to organization, and can't stick to the topic itself, which not only lacks the minimum integrity, but also lacks proper organization and accuracy. Therefore, if students want to express their reasoning in words, they should first ask teachers to have the consciousness of cultivating students' reasoning ability in mathematics class, and then how to implement this consciousness. First, pay attention to creating a harmonious and democratic classroom atmosphere. Whenever the teacher asks questions, some students always dare not say that they will be accused by the teacher and laughed at by other students. Therefore, creating a relaxed and democratic classroom atmosphere and eliminating the psychological barriers that students dare not speak are the first step to let students speak freely. In teaching, we should respect and protect students' self-esteem, not insult and anger. Irony and other words to evaluate students or "stare at" students, such language and behavior will dampen students' enthusiasm for learning and expression, directly hinder the continuation and all-round development of students' intelligence, and even affect the creative play of the educated throughout their lives. Therefore, even if the question is simple or has just been answered, we should remind it gently to prevent some students from laughing at each other. Let students realize that it is uncivilized and impolite to laugh at others, and understand that everyone is bound to make mistakes in the learning process. Therefore, when speaking by roll call, they often use encouraging language such as "Speak slowly, don't worry" and "If you are wrong, it doesn't matter, see what others say is different from what you say". This will make students feel that the teacher is very kind and will eliminate students' "shyness" psychology. Students will feel shy when they are right. Second, don't do everything in class. Many math teachers don't understand students' expression requirements in the teaching process or teaching evaluation. They just asked for answers, and the results were correct. They take an indifferent attitude towards students' writing, reasoning or other language narration, ignoring the cultivation of students' reasoning ability. For example, when students answer halfway, the teacher will immediately wave to the students and say, "Oh, I see what you mean." You have said the key point ... ",or if you find that the students have made a mistake, you should say" OK, OK, don't say it, sit down "quickly, for fear that the students' words are not in place and their meanings are not clearly expressed, which will lead to other students' incomprehension. The teacher will help the students complete the reasoning part himself. How do you get your grades and how do you explain them? Teachers are all hands-on, which unconsciously weakens students' interest and enthusiasm for reasoning. Expressing the rights and opportunities of mathematics violates the student-centered teaching concept that the new curriculum originally wanted to embody. In fact, students also have their own language to learn mathematics, and sometimes it is easier to communicate and explain between students than between teachers and students. Therefore, it is necessary for us to improve students' reasoning ability in mathematics classroom teaching, so that they can clearly express their problem-solving ideas and master their comprehensive thinking ability. Third, the teacher's demonstration role Students often imitate the teacher's language and the teacher's way of thinking at the beginning of reasoning. Therefore, in the teaching process, if you encounter reasoning problems or guide students to reason, teachers must pay attention to the standardization, accuracy, motivation and inspiration of their own language. As a math teacher, you should also pay attention to the organization, logic and coherence of language. In the process of training students to reason, we should also pay attention to the accuracy, completeness and standardization of students' language, that is, ask students not to be ambiguous when answering, so as not to make others sound ambiguous. When students are not fluent or incomplete, they should be supplemented and then asked to repeat. If necessary, they should also give standardized and clear blackboard writing, which will benefit students a lot. Of course, while cultivating students' rationality, we should always reflect on our teaching work, such as whether the deviations and deficiencies shown by students in answering questions are related to the directionality of teachers' questions, and so on. This can not only improve teachers' own ability, but also further improve students' reasoning ability and understanding ability, thus improving students' comprehensive ability.