(1) First look at the characteristics of mathematics. Mathematics itself is a definite system composed of many judgments, which are represented by mathematical terms, logical terms and mathematical statements represented by corresponding symbols. And some new judgments are formed by some judgments with the help of logical reasoning. And the sum of these judgments constitutes the science of mathematics. Although the content of primary school mathematics is simple and there is no strict reasoning, it is inseparable from judgment and reasoning, which provides a very favorable condition for cultivating students' logical thinking ability.
(2) Let's look at the thinking characteristics of primary school students. Grade three students are in the transition stage from concrete image thinking to abstract logical thinking. The abstract logical thinking mentioned here mainly refers to formal logical thinking. Therefore, it can be said that the primary school stage is a favorable period for developing students' abstract logical thinking, especially in middle and high grades. It can be seen that it is in line with the subject characteristics of mathematics and the thinking characteristics of primary school students to cultivate the initial logical thinking ability as the purpose of mathematics teaching in the primary school mathematics syllabus. It is worth noting that the provisions in the outline have not received enough attention. There was a time when people talked a lot about creative thinking, but little about logical thinking. As we all know, in a sense, logical thinking is the basis of creative thinking, and creative thinking is often the abbreviation of logical thinking. As far as most students are concerned, it is difficult to develop creative thinking without good logical thinking training. Therefore, how to implement the objective requirements of "Primary Mathematics Teaching Syllabus" and cultivate students' logical thinking ability in a planned and step-by-step manner is still a problem worthy of attention and serious study. The emphasis on cultivating the initial logical thinking ability in the syllabus only shows that this is the main idea, which does not mean excluding the development of other thinking abilities. For example, although students are transitioning to abstract logical thinking in primary school, thinking in images has not disappeared. In the senior grade of primary school, some mathematical contents, such as the teaching of concepts such as prime number and composite number, are easier for students to understand and master through practical operation or demonstration of teaching AIDS; At the same time, cultivate students' thinking in images.
Wei will continue to develop. For another example, although the cultivation of creative thinking ability cannot be the main task of primary school mathematics teaching, it can promote the creativity of students' thinking when teaching new knowledge closely related to old knowledge and solving some thoughtful exercises. We should pay attention to it consciously in teaching. As for dialectical thinking, theoretically speaking, it belongs to the advanced stage of abstract logical thinking;
From the development process of individual thinking, it is later than the development of formal logical thinking. According to preliminary research, primary school students began to sprout dialectical thinking at the age of ten. Therefore, it is not appropriate to take the development of dialectical thinking as the teaching purpose in primary school prematurely, but to combine the teaching of some mathematical contents with some dialectical viewpoint factors to accumulate some perceptual materials for the development of dialectical thinking. For example, the appearance of the first volume of the general textbook can let students intuitively know that the second addend has changed and the gain number has also changed. There are also some tables in middle school textbooks to let students tell how the multiplicand (or dividend) changes and how the product (or quotient) changes. This has accumulated some perceptual materials for the view that things are interrelated and constantly changing in the future.