1, teachers pay attention to stimulating students' interest in learning through various methods and ways in mathematics teaching, and cultivate their initiative and enthusiasm to consciously improve their logical thinking ability. From the first year of high school, we should pay attention to conscious training in counting and counting.

2. Starting from the age and thinking characteristics of primary school students, we must attach great importance to visual image, let students see more, listen more and do more, increase their activities and operations, mobilize all kinds of senses, and enable them to obtain all kinds of perceptual knowledge. On this basis, we can inspire and guide students to develop their initial logical thinking with the help of visual thinking.

3. Pupils' thinking is in an important period of development and change. Therefore, to cultivate students' initial logical thinking ability in primary school, it is necessary to meet the requirements at different levels, pay attention to moderation, and gradually reach the standard, which is in line with students' acceptance ability and reduces students' learning difficulty.

Second, combine the training of teaching content.

First of all, we should realize that we must combine the teaching of primary school mathematics knowledge to cultivate students' initial logical thinking ability consciously and purposefully. Primary school mathematics itself is logical, and primary school mathematics teaching has superior conditions and certain responsibilities in cultivating students' initial logical thinking ability.

Secondly, we should realize that to cultivate students' initial logical thinking ability, we must combine the teaching of primary school mathematics knowledge and never talk about another set. It is necessary to combine organically, permeate nature, demand moderation and adopt proper methods.

Third, cultivate in the process of acquiring knowledge.

1, pay attention to practical operation, and guide students to gradually transition from concrete image thinking to abstract logical thinking with the help of appearances.

Attention should be paid in teaching:

(1) Clarify the purpose of operation, and use both hands and brains.

(2) the combination of operation and speech. During the operation, students can ask and answer themselves and speak softly. After the operation, ask the students to describe the operation process.

(3) timely abstract generalization to promote students' transition from thinking in action images to thinking in abstract logic.

2. Pay attention to the connection between old and new knowledge and cultivate students' logical thinking with the logical relationship of mathematics itself.

Before teaching new knowledge, teachers should first find out what students already know. Old knowledge is the basis of new knowledge. In teaching, we should grasp the connection point of old and new knowledge to inspire, let students understand the relationship between old and new knowledge, promote the integration of old and new knowledge and improve the transfer ability of learning.

3, pay attention to stimulate students' enthusiasm, let students actively participate in the whole process of acquiring knowledge. In teaching, teachers should not directly tell students the ready-made conclusions, but should carefully design questions, guide students to think and explore actively.

4. Pay attention to language expression training to promote the orderliness and profundity of students' thinking.

In every link of mathematics classroom, students are provided with opportunities for language expression training. Let the students talk about the operation method and process; Let students talk about concepts and the process of applying rules; Let the students explain the train of thought of the problem; Speak the truth of calculation; Ask students to talk about the process of discovering rules or conclusions.

Fourth, create situations to stimulate interest.

1, set questions to stimulate interest and develop thinking.

In teaching, according to children's curious psychological characteristics, we should set some questions, ask more enlightening and inducing questions, create problem situations, stimulate students' learning motivation, make them think actively, constantly analyze and solve problems, not only understand knowledge, but also develop their thinking.

2. Use contrast to stimulate interest and develop thinking.

Through contact and comparison, students' interest in learning is constantly stimulated and their thinking is gradually deepened, which not only deepens their understanding of knowledge, but also develops their thinking.

Fifth, do a good job in classroom exercises for training.

1, stick to the outline and pay attention to practice.

In other words, the design of classroom exercises should not exceed the breadth and depth of the syllabus. To adapt to students' knowledge base and psychological characteristics, we must first have an overall outline and thoroughly understand the teaching materials. Secondly, we should pay attention to the teaching requirements and contents of each grade, and don't engage in advanced training. Step by step, spiral upward. Third, we should attach importance to students' knowledge base and teach students in accordance with their aptitude.

2, highlight the key points, pay attention to the pertinence of the exercise.

Just like lectures, exercises should also highlight key points, use your brains at the connection points of knowledge, and work hard at the key points for students to understand and master knowledge.

3, step by step, pay attention to the stage of practice.

The process of students accepting and consolidating knowledge is staged. The first stage is to understand knowledge, master concepts and initially form skills. The content of practice is the most basic. The second stage is to consolidate knowledge and skills, pay attention to bringing the old with the new, and form a system to achieve a certain level of proficiency. The third stage is to apply knowledge and skills to enable students to solve practical problems in real life. The fourth stage is to develop knowledge and skills. Practice content should be comprehensive and thoughtful, and the difficulty can be increased appropriately.

4. Connect with each other and pay attention to systematic practice.

The content of exercises can't be designed separately and in isolation, but should consider the connection with the previous knowledge and look forward to the future, so that students' newly mastered knowledge and skills can be incorporated into the already mastered knowledge and skills system.

5. Inspire thinking and pay attention to the development of practice.

Inspiring students' thinking is an important link in practice. Therefore, when designing exercises, teachers should not only pay attention to the training of identical thinking, but also pay attention to the training of comparative thinking, divergent thinking and creative thinking, so as to develop good thinking habits and develop intelligence.

6. Teach students in accordance with their aptitude and pay attention to the adaptability of practice.

When designing exercises, teachers should try their best to make top students eat well, poor students eat well, and the middle reaches can keep up, and the downstream cannot be lost. Make different types of students get different degrees of development.

7. Change the form and pay attention to the flexibility of practice.

The classroom exercises designed by teachers can't always make students copy and write in a boring way, but should make students start work, move their mouths and use their brains to mobilize various senses to accept knowledge.

Sixth, cultivate in music score teaching.

In primary school scores, the cultivation of students' thinking ability is mainly through the study of concepts, so that students can master scientific thinking methods and answer relevant questions correctly.

1. Establish the concept in operation. In teaching, I guide students to draw, test, see, think and speak, and inspire students to think, so as to understand the abstract meaning of the unit "1" and make them establish the concept of score.

2. Consolidate concepts through judgment and discrimination. After the students initially established the concept, I set up some evenly or unevenly distributed figures to let the students judge whether they can be expressed by a score and ask them to tell the truth.

3. Carefully design exercises to make students think clearly. On the premise that students master concepts, I pay attention to designing some thoughtful topics.

Seven, cultivate application problems in teaching.

The thinking process and characteristics of students solving application problems tell us that application problem teaching should not only let students learn the relevant knowledge of solving application problems, but also pay great attention to cultivating students' thinking ability, both of which are the goals of application problem teaching.

To cultivate students' thinking ability through application problem teaching, teachers should first pay attention to teaching students thinking methods. Of course, teaching students thinking methods depends on the specific situation. Some of them should be decided according to the structure of the topic.

1, it should be noted that students should not only look at the method, but also teach students to use it and check it.

2. Pay attention to teaching students thinking tools. There are many thinking tools to help analyze quantitative relations, such as operating objects, demonstration pictures, list analysis, concrete and practical, and line segment diagrams are the most used.

3. Pay attention to leave room for students to think. Students should gradually develop a serious examination of questions, find out conditions, draw pictures and find key points; A good habit of thinking and analyzing quantitative relations repeatedly.

4. Pay attention to let students master the general problem-solving steps.

5. Pay attention to cultivating students' correct thinking. Teachers should pay attention to thinking methods in application problem training.

Eight, cultivate in geometry teaching.

Geometry knowledge is abstract, and pupils' thinking is based on intuitive appearances. Therefore, it is not only helpful for students to form a preliminary concept of space, but also helpful for cultivating their thinking ability to accumulate rich perceptual knowledge from practical activities and then analyze, compare and summarize it.

1, using operation, exploring new knowledge and cultivating logical thinking ability. Students actively explore through practical operation, acquire new knowledge, firmly grasp it, and their thinking ability will develop accordingly.

2. Create scenarios with operations and seek various solutions.

3. Use operation and comparative analysis to promote the development of thinking to a higher level. In classroom teaching, teachers must inspire students' thinking, and some students try their best to cultivate their innovative consciousness.

Nine, cultivate in computer teaching.

Five principles of computational thinking training;

1, inspire students to think positively and be good at thinking when considering the operation method.

2. Cultivate students' scientific procedural thinking mode.

3. Ask students to dictate the thinking process when calculating, and then "compress" after proficiency.

4. Organize key exercises and variant exercises.

5. Guide students to summarize their own calculation rules, skills and skills in the discussion.

Ten, strengthen thinking training.

1, focusing on cultivating students to discover the law. This first requires teachers to fully tap the laws in teaching materials to organize teaching. Secondly, teachers are required to organize teaching according to the logical procedures of textbooks and the psychological procedures of students. Third, teachers are required to be interested in leading and arouse students' enthusiasm and initiative in discovering laws. Fourth, teachers are required to guide them appropriately.

2. Pay attention to training students to summarize. According to the teaching content and requirements, sometimes students are asked to summarize the learning content and process, and sometimes students are asked to summarize the thinking methods and steps.

3. Pay attention to cultivating students' correct reasoning. Reasoning must use concepts and judgments. Without concepts and judgments, it is impossible to reason, so we should lay a good foundation and train students to reason correctly. Second, guide students to be good at reasoning. Third, we should pay attention to prevent harmful reasoning. Finally, teachers should carefully design exercises so that students can gradually master the thinking and methods of reasoning and form the habit of correct reasoning.

There are many ways to cultivate students' thinking ability. To make students think positively, the most fundamental thing is to arouse their enthusiasm for learning mathematics. Teachers should be good at enlightening, guiding, guiding and dispelling doubts, so that students can turn learning into thinking. Of course, good thinking quality cannot be achieved overnight, but as long as we persist in various means according to the actual situation of students, we will certainly achieve certain results.