Study On High School Mathematics Teaching To Promote The Formation And Development Of Rational Thinking Of Students

Rational thinking is the core of mathematical thinking ability and also an important part of personal accomplishment. And the formation of rational thinking is the basic aspect and link in cultivating high school students with social responsibility and learning critical thinking. In high school, during the course of learning mathematics and use mathematics to solve problems, students continue to experience visual perception, observing and making discovery, induction and analogy, spatial imagination, abstract and generalization, symbols, operations and solving, data processing, interpretation of the proof, reflection and construction etc., the course helps students make thinking and judging in the implication of mathematical models of objective things, and the course plays a unique role in the formation of rational thinking ability. Therefore, the in-depth study of rational thinking structure, function and process of formation and development on high school students, and exploring the ways and means on mathematics teaching to promote the formation and development of rational thinking in high school, not only help improve the overall quality of teaching, but also help promote the change of traditional teaching concept and the reform of teaching methods, further promote the reform of basic education courses and the in-depth development of reform in education, simultaneously the research can conducive to the expansion and the extension of the field of educational psychology research.Based on pedagogy, psychology, and sociology of culture, in virtue of modem curriculum theory, mathematic thinking theory, mathematical methodology, the research is carried out in demonstration method , together with literature analyzing method, questionnaire survey method, and so on. The main contents are as follows:Firstly, by studying the documentary, the author expounds the rational thinking from a theoretical point of view. In this section, the author mainly analyze the concept of rational thinking, the relationship between rational thinking and some other modes of thinking, the characteristics of rational thinking, the role of rational thinking in mathematics learning in high school and the theoretical basis of this thesis.Secondly, on the basis of theoretical studies, and based on Piaget's cognitive development theory, constructivist view of mathematics teaching, information processing theory and the quality-education concepts of mathematics, the author discussed the formation mechanism of rational thinking of high school students in the process of mathematics learning. According to the research of thinking structure in literature, the characteristics of high school students'thinking and the integration principle of systems methodology, the author presented the material structure and function of rational thinking of high school students. Based on the structure framework of rational thinking and the characteristics of mathematics learning in high school, the formation process of rational thinking of high school students roughly divided into five stages:①the perceptual knowledge stage, that is the stage from visual perception to forming image;②the image thinking and the initial stage of logical thinking, that is the embryonic stage of rational thinking;③the abstract logical thinking stage, that is the initial stage of rational thinking;④the dynamic dialectical thinking stage, that is the formation stage of rational thinking;⑤the systematic and specific stages of practice, that is the mature stage of rational thinking. Based on years of experience of teaching mathematics in high school and the theoretical study of rational thinking, the author preliminarily analyze the law of development of rational thinking in high school.Thirdly, the author selected some middle school students randomly via a questionnaire survey method, find out the situation of the rational thinking of high school students in mathematics learning. Through the statistical analysis of survey results, We arrive at the following review: on the specific development of rational thinking of high school students in mathematics learning process, the characteristics of imbalance has been shown in all grades, between the art students and the science students, between the male and female students. Students of the senior grade 2 and students of the senior grade 3, they are in a mature period of rational thinking, their ways of thinking, methods and quality are stable and mature gradually. Students of the senior grade 1 are still in the early maturity period of the development of rational thinking, in some respects, such as abstraction, analysis synthesis and reasoning ability, there must be constant adjustment and plasticity. The mathematic scores are positively correlated with the questionnaire. Accordingly, in high school mathematics learning process, there is a significant correlation between rational thinking and construction of subject knowledge. Finally, based on the formation mechanism of rational thinking of high school students in the third chapter, according to the analysis of the survey results of Chapter Four about the situation of rational thinking of high school students in the course of mathematics learning and the characteristics of high school mathematics, combined with some of the theoretical summary in research process and years of experience and reflection of teaching mathematics in high school, the author puts forward some strategies about high school mathematics teaching to promote the formation and development of rational thinking of students. Include: the guiding strategies to promote the formation and development of rational thinking of high school students, the strategies to enhance rational thinking ability of the high school students and the strategies which focus on the cultivation of rational spirit of high school students.