Combining content to cultivate students' logical thinking A lot of knowledge comes from the teaching content, so it is more critical to cultivate students' logical thinking ability by combining the teaching content of primary school mathematics. Our teachers must be conscious and purposeful in cultivating students' logical thinking ability by combining primary school mathematics content. In primary school mathematics teaching, teachers should not only consider the teaching objectives of mathematics knowledge, but also fully consider the teaching objectives and methods of cultivating students' logical thinking ability. For example, when teaching the unit of polygon area calculation, I not only ask students to master the knowledge teaching objectives and requirements specified in the teaching reference of this unit, but also set the following teaching objectives and methods in the initial logical thinking ability. 1, cultivate students' analytical and comparative ability. Through the teaching of rectangle, square, quadrangle, triangle, trapezoid and combination figure area, students are guided to compare the similarities and differences of these figures in groups, so as to effectively cultivate students' analysis and comparison ability. 2. Cultivate students' general reasoning ability. For example, when teaching triangle area calculation, students should calculate the area according to the method of several squares, and then ask questions. Is there an easier way? So as to guide students to think, and on this basis, the calculation formula of triangle area is abstractly summarized. So as to cultivate students' abstract generalization ability. In a word, mathematics textbooks embody logic everywhere. Teachers can't talk about mathematics knowledge only on the surface of textbooks. Only by strengthening the basic knowledge, paying attention to cultivating students' initial logical thinking ability and consciously and purposefully excavating the logical factors of teaching materials can students' logical thinking ability be continuously improved.

Cultivate pupils' super logical thinking ability II

Pay attention to process and cultivate logical thinking. Pay attention to the thinking process. In terms of content, teachers are required to pay attention to three aspects: first, pay attention to reasoning and explanation. For example, when talking about decimal addition and subtraction, teachers should not only let students master the calculation rules of decimal addition and subtraction, but also explain the theory, so that students can know why they should align the decimal point of each number first when calculating decimal addition and subtraction. The second is to pay attention to the derivation process. For example, when talking about the volume of a cylinder, the teacher should not only let students master the calculation formula of the volume of a cylinder, but also explain the spelling and derivation of the formula. In fact, explaining the process of deduction is helpful for students to remember formulas and cultivate their logical reasoning ability. The third is to pay attention to the analysis of quantitative relations. The key to solving the application problem is to correctly analyze the quantitative relationship in the problem, so as to find out the solution to the problem. Therefore, the teaching of practical problems should pay attention to the analysis of quantitative relations. Objectively speaking, the process of analyzing quantitative relations is the process of cultivating, training and applying initial logical thinking ability. Pay attention to the thinking process. In training, teachers should not only let students practice the application of rules and formulas, but also let students practice the methods and processes of thinking. This is an important way to cultivate students' thinking ability. For example, one application problem is more than another, so I will combine examples: my brother has 9 extra-curricular books and my brother has 5 extra-curricular books. How many extracurricular books does my brother have? Train students in the following thinking processes and methods: first, think: who is stronger than who, who is more and who is less (brother is stronger than brother, brother Togo is less); Think again: What are the two parts of "Duoduo"? Some of them are as many as my brother, and others are more than my brother. Finally, what about the demand? Ask my brother more extracurricular books than my brother? As long as you remove the same number of five extracurricular books from your brother's extracurricular books, the rest is that your brother has more books than your brother. On this basis, teachers and students sum up together: first think about which number is more, then think about which two parts make up more, and then remove the same number as the other number from it, and you can calculate more than the other number. In this way, students can not only really master the methods and ideas to solve such problems, but also develop their initial logical thinking ability.

Cultivate pupils' super logical thinking ability 3

Encourage questions and cultivate logical thinking. In primary school mathematics teaching, teachers should encourage students to question and ask difficult questions. Students' willingness to question and ask difficult questions is an important manifestation of their diligence in thinking. The habit of diligent thinking can promote the development of students' initial logical thinking. Only by encouraging teachers can students dare to question and ask difficult questions. It should be noted that students are afraid to ask questions, and the questions they ask are difficult, which will seriously affect the classroom learning atmosphere and students' intellectual development. How can we make students dare to question and ask questions? To accumulate teachers' experience, first of all, teachers should not stifle the good signs of questioning and asking questions among students. It is an excellent sign that students dare to ask questions or express their opinions. Even if it is a wrong opinion or a problem that puzzles the teacher, the teacher should pay attention to it, welcome it, and then give appropriate guidance. Never unconsciously stifle the good signs of questioning and asking questions among students. Secondly, teachers should seize the opportunity to encourage students to question boldly and ask difficult questions. There are 30 football and volleyball in my teaching and application school. There are four times as many football as volleyball. How many soccer balls and volleyball balls are there respectively? (column equation solution). Most students set the number of volleyball as _ to answer, and I also set the number of volleyball as _ when I explained. Before class, a student asked: Teacher, can you set the number of football in this question as \ Thank you very much for your questions. I said to the whole class: the teacher should first thank the child for asking a good question. Everyone should learn from him, be willing to think in class and dare to ask questions. Everyone said, can you set the number of football in this question to _? Everyone should study hard after class, and we will explain it next class. In short, as long as our teachers encourage students to question and ask difficult questions, they will certainly cultivate students' agility and flexibility in thinking.

Cultivating pupils' super logical thinking ability (IV)

Rational thinking and cultivating logical thinking mathematics have strong rigor and order. Therefore, to cultivate students' initial logical thinking ability, we should pay attention to gradually cultivate students' orderly thinking ability, describe the thinking process more completely and explain the reasons. Solid basic knowledge is the premise of students' rational and well-founded thinking. Imagine that it is difficult for a student with unclear concepts, rules and formulas to think systematically. Even if we solve a simple formula problem, it is difficult to get the correct result without mastering the arithmetic of numbers and thinking in an orderly way. Therefore, to cultivate students' orderly thinking should be based on solid basic knowledge. Only by teaching basic knowledge well and flexibly can we promote the development of students' thinking. Teaching basic knowledge well mainly means teaching basic knowledge correctly and solidly, so that students can master it effectively. Paying attention to constantly improving the logic of thinking is the key to cultivating students' well-founded and well-organized thinking. Logical thinking is a step-by-step, well-founded and organized thinking. In order to train students to think organized, we must constantly improve their thinking logic. For example, use the proportional method to answer: a car travels for 2 hours 140 km. At this speed, it takes 5 hours to travel from A to B. How many kilometers is the road between A and B? On the basis of students' full thinking, we can guide: (1) Which three quantities are involved in this question? What kind of quantity is certain? (2) What is the proportional relationship between the distance traveled and the time? (3) How to list the proportional equation to answer? On the one hand, this process shows that students must analyze clearly, judge appropriately and reason logically, that is, they must have the initial logical thinking ability. On the other hand, it also shows that only by constantly improving students' thinking logic can students think in an orderly way. Students' thinking in an orderly way depends on teachers' long-term scientific training and training. Training and training should first pay attention to the age characteristics of students and combine operation, thinking and language expression. Secondly, we should pay attention to the requirements of hierarchical and gradual training. In the lower grades, students can talk about their ideas while operating, or the teacher can say the key guiding words first, and the students can continue to talk. After the middle and senior teachers finish speaking, they can gradually let students describe their thinking process in an orderly and complete way and explain the reasons. For example, when teaching the multiplication of fractions and the division of application problems, students can tell who the unit 1 of each step is and whether the unit 1 is known or unknown. What is the quantitative relationship? Of course, the process of cultivating students' organized thinking is a process of gradual improvement. We can't ask students to speak in an orderly way at once, nor can we ask all students to speak in an orderly way. But as long as we persist in training, gradually more students will be able to think realistically and explain problems in an orderly way. In short, there are various ways and forms to cultivate students' logical thinking ability. As long as our teachers are good at thinking about the development law of students' logical thinking according to the characteristics of teaching materials and the reality of students, we will certainly cultivate good students with excellent logical thinking ability in teaching.