The Study Of The Comparison On Plausible Reasoning Of The Presentation Of Textbooks

Raising student's innovation ability is the core of education for all-around development. The research indicated, innovation derives from the question to problems as well as discovery, but induces, analogy, suspicion, inspiration, intuition are all methods of finding and proposing problems. Therefore, concerned about the ability of plausible reasoning become the key to cultivating innovative talents.Junior secondary is the important period of students' thinking development, and the same time, it is initial stage of students forming logical thinking ability. We will raise the level of students'thinking only pay attention to the cultivation and development of plausible reasoning ability while developing the logical thinking ability of students'.In the last few years, Our country has conducted a series of research on plausible reasoning ability, in particular in the domain of junior middle school, and yielded some results in the plausible reasoning ability'theory and teaching strategies, but the actual situation of plausible reasoning ability certainly not had the quota data research, also did not have the unification standard in particular in the question of the characteristic, the presenting effect of big four edition textbook, the sense of identity of the junior middle school teachers and students to the plausible reasoning ability, These questions have the very vital role to raise plausible reasoning ability, in junior middle school mathematics curriculum textbook, subsequently to sharpen student's innovation ability.Therefore, I choose the People'Education Press, Beijing Normal University Publishing Group, East China Normal University Press, Phoenix Science Press, four edition textbooks which publication quantity is biggest in Current junior middle school mathematics domain as the object of study, carry on a research from static and the dynamic aspects in the three domains of"the number and the algebra","the graph and the geometry","the statistics and the probability"about plausible reasoning's persistence. In which ,Static research, by the way of the literature law , I carry on a summary analysis on domestic and foreign the fundamental research achievement and the front which already obtained correlated with this research to finding problem, sought the key point which this article studied. At the same time, by the content analytic method and comparison, I inquire into the characteristic ,the way ,the present situation of plausible reasoning's persistence, which in the different editions in"the number and the algebra","the graph and the geometry","the statistics and the probability"domains. Dynamic research, through the interview way to conduct the research on of mathematics teacher in junior middle school, the students'plausible reasoning ability level in junior middle school as well as the identity to plausible reasoning. Base on those, I provide some suggestions and the reference from the textbooks'compiling in training the students'plausible reasoning.The research indicated that:First of all, four versions of textbooks generally pay attention to the instrumental role of plausible reasoning, but in different areas, there are some differences in the degree of impotence and effect, teacher and students'understanding for plausible reasoning still in low level.In"the number and the algebra"domain, the four edition all pay attention to carry on the definition as well as the formula, the nature, the principle discovery's introduction in the way of plausible reasoning, compare to other three editions, Beijing Normal University Publishing Group pays more attention to raise students'plausible reasoning ability, but this kind of attention is also not much. The common characteristic of the four editions is that take plausible reasoning as one important method for students to acquire knowledge, make teacher's teaching and student's study convenient, and take it as a goal to raise students'plausible reasoning.In"the graph and the geometry"domain, four editions quite pay attention to raise student's deductive reasoning, regardless of the definition introduction or synthesizing utilization, or question solution, it used many thoughts of deductive reasoning .but even if in the theorem and the nature discovery it used plausible reasoning, its level also nearly is impartial or is lower than the deductive reasoning. From this we may see, this edition's attention is students'deductive reasoning in this domain, plausible reasoning is merely one method for students to obtain new knowledge.In"the statistics and the probability"domain, Beijing Normal University Publishing Group pays attention to raise students'plausible reasoning ability, but this is merely compares with other three editions, in fact, the proportion that Beijing Normal University Publishing Group use plausible reasoning in the question solution to solve question is merely 14%, although is the highest one of all this four editions, it was still actually low. From this we may judge, in this domain, the textbook's attention is still to raise students'statistics concept, the development of students'plausible reasoning ability was neglected.The interview indicated that teachers'understanding of plausible reasoning is insufficient, is merely understood one-sidedly, has not risen to a certain altitude, and students'plausible reasoning ability is also in a primary level.In summary, we may see:(1) this four editions make students'plausible reasoning ability raise and take it as one important method for students to obtain new knowledge .but they don't take plausible reasoning as a kind of goal to carry on the raising; (2) in each pattern of plausible reasoning, this four editions pay more attention to the use of induce, observation, test, comparing to analogy, promotion, and association's application, some thoughts do not even have concrete manifesting.Second, there are many reasons for four edition textbooks did not fully reflect plausible reasoning.Reconsidering these four edition textbooks did not fully reflect plausible reasoning course and the preset situation of teacher and student' cognition to plausible reasoning. We believed the reason is various: On the one hand, inadequate understanding of textbook writers make the requirements of textbooks for the plausible reasoning ability is fuzzy and not full; On the other hand, it is closely related with the requirements of "Curriculum Standards"for the plausible reasoning ability is fuzzy and non-specific. The most important reason is that the theoretical research of curriculum and textbook about plausible reasoning in china has lagged.Finally, recommendations on improving.First of all, pay attention to the theoretical research of curriculum and textbook about plausible reasoning. Second it is necessary that we make the plausible reasoning ability as a curriculum goal and be written in "Curriculum Standards". Third, to perfect textbook compilation, make plausible reasoning thoughts seep to each content of textbook. Finally, we should strengthen to teacher's training, further consummates the teachers'understanding level regarding to plausible reasoning. Only teacher giving plausible reasoning sufficient attention we can fundamentally solves the problem.