Mathematics Curriculum Standard for Compulsory Education (20 1 1 Edition) requires students to "understand the relationship between mathematics knowledge, mathematics and other disciplines, mathematics and life, think in a mathematical way, and enhance their ability to find, ask, analyze and solve problems" through mathematics learning in compulsory education. How to improve pupils' ability to find and ask questions in the process of guiding them to master mathematical knowledge and skills and understand the basic thinking methods of mathematics is a new requirement put forward by the new curriculum standard for cultivating students' mathematical ability in primary school mathematics teaching. The so-called inductive reasoning is the reasoning that deduces general conclusions from individual knowledge. Induction and analogy are the basic ways of perceptual reasoning, which is an important way of thinking in the process of mathematical discovery. [1] In the process of mathematical discovery, we often summarize and compare information through observation and experiment, discover mathematical laws and put forward conjectures. In the process of mathematics teaching, we should provide students with realistic, interesting and challenging learning materials in mathematics activities, provide students with time and space for exploration and communication, and guide students to experience the discovery and generation of mathematical knowledge through induction and analogical reasoning. Induction can make mathematical knowledge orderly, problem-solving methods regular and mathematical thinking methods clear. This paper will explain how to cultivate students' inductive ability in mathematics classroom teaching from the following three aspects.

1 the proposition of the problem

Education follows the people-oriented principle, promotes students' all-round development, and aims at improving people's personality, knowledge and ability in an all-round way, so as to cultivate modern people who not only have knowledge, but also know how to behave, do things and think. As a subject of basic education, mathematics can not only impart some existing knowledge, but also cultivate good mathematical literacy and thinking ability. [2] Therefore, in the process of mathematics teaching, we should not only pay attention to the transfer of mathematical knowledge, but also pay attention to the cultivation of students' ability and thinking. There are two main aspects of thinking training: cultivating deductive ability and inductive ability. Mathematics teaching in primary schools should not only impart knowledge to students, but also cultivate their abilities. Students are the main body of learning. If students want to master more knowledge and improve their ability quickly and effectively, they must really move. Let students learn and think actively. When primary school mathematics reaches the high stage, it no longer focuses on the image thinking in the middle and low stages, but pays more attention to the cultivation of mathematical logical thinking. This also lays a solid foundation for them to enter middle school better. I think the most important point of mathematical logical thinking is the cultivation of inductive ability. Inductive ability is to sort out a lot of mathematical knowledge and explore the thinking ability that reflects the essential characteristics, internal relations and development laws between mathematical knowledge points. However, students do not form the habit of inductive questioning and do not realize the important role of inductive ability in learning. Teachers are the guides of learning, guiding students to sum up knowledge and experience in learning. Only when students have a clear understanding of the context of knowledge can they truly understand knowledge and apply it to life and production.

2 theoretical research on the cultivation of mathematical inductive ability

2. 1 Definition of related concepts

2. 1. 1 mathematical ability

Ability refers to the individual psychological characteristics formed and developed in people's practical activities, which directly affects the efficiency of activities and enables the tasks of activities to be successfully completed. Mathematical ability refers to the special ability that people show in mathematical professional activities and ensure this kind of professional activities to obtain high efficiency. Modern mathematics education theory generally believes that mathematics ability is a necessary personality and psychological feature for successfully completing mathematics activities, which directly affects its activity efficiency. Mathematical ability is a special ability formed and developed in the process of mathematical activities, which is mainly manifested in the relatively stable personality and psychological characteristics in this activity.

2. 1.2 inductive ability and mathematical inductive ability

Inductive ability means that students should learn to sum up general laws from many specific examples and learn to explain other similar situations with their own laws. Mathematical inductive ability is the thinking ability to summarize a lot of mathematical knowledge and explore the essential characteristics, internal relations and development laws of mathematics, which should include mathematical inductive reasoning ability, inductive generalization ability and inductive sorting ability.

2.2 theoretical basis of the study

2.2. 1 psychological basis

Psychology believes that the formation of ability is influenced by many factors, and innate quality, environmental education, practical experience and personal subjective efforts will have different effects on the formation and development of human ability. The cultivation of students' ability should be completely based on understanding students, and we must clearly grasp the cognitive characteristics of students of different ages. Cognitive psychology believes that the most important thing in teaching is to establish students' cognitive structure and promote the development of students' cognitive structure from low level to high level. In this way, students can not only master the knowledge of this subject as a whole, but also grasp the concepts and laws of this subject in the mutual connection, and can turn what they have learned into their own knowledge and use it to solve practical problems. In other words, it is "migration". In order to transform knowledge structure into students' cognitive structure, we should not only pay attention to memorizing some conclusions, but also pay attention to the production process of these conclusions.

Pedagogy foundation

Constructivist teaching view holds that in teaching activities, students should be the main body of cognitive behavior, while teachers' behavior is dominant; Teaching content should interact with students' experience world and construction activities; Students sort out the corresponding construction materials from the original knowledge and experience, ask questions, choose methods and explore and verify themselves, and express, communicate and modify them, thus effectively constructing a new cognitive structure; Teachers should be designers, organizers, participants, instructors and evaluators of construction activities; A good construction activity should be based on the principle of solving problems.

2.2.3 Mathematical Foundation

Mathematics is a criterion for dealing with abstract entities, and induction is a tool for understanding abstraction. People have long recognized and believed the role of induction in mathematics, and the formation and application of mathematical knowledge are inseparable from induction. Students' mathematical induction ability is positively related to their mastery of basic knowledge and skills. Mathematical knowledge is the basis of the development of mathematical ability, and people without mathematical knowledge cannot have mathematical ability. Only with sufficient basic knowledge and skills can we carry out purposeful, directional and effective inquiry activities and ensure our inductive ability.

3 Conclusion

An educator pointed out: "The key to the difference between eastern and western teaching concepts lies in the choice of teaching strategies. China pays more attention to deduction, while the West pays more attention to induction, so relatively speaking, Westerners are more innovative. " In the new curriculum reform, teachers should change the old classroom structure and build a classroom teaching model that pays equal attention to induction, analogy and deduction. In mathematics classroom teaching, teachers should be good at guiding and enlightening, leave enough time and space for students to think, provide students with opportunities for rational thinking in mathematics, and let students actively participate in teaching activities. Mathematics comes from life and is applied to life. In teaching, we should pay attention to linking the learned knowledge points with life cases, linking theoretical generalization with practical exercises, perfecting students' knowledge system, and enabling students to gradually understand and master the skills and methods of inductive reasoning.