| Methodology in accordance with the usual ideological point of view of mathematics, mathematical reasoning can be divided into two categories:certified to carry out mathematical reasoning and argumentation for the discovery,the mathematical problem and to seek to explore questions of reasonable inference process.Plausible Reasoning in Mathematics Teaching in the role and significance is being more and more importance,the new curriculum standards would also be sensible to develop mathematical reasoning ability to write curriculum objectives.Therefore,specific logical reasoning in mathematics teaching to explore some theoretical and empirical research.This article first defines logical reasoning,and introduced the teaching of mathematics in high school two main methods of logical reasoning:induction,the meaning and role of analogy.Then,an analysis of mathematics curriculum standards of fair reasoning,who taught mathematics A version of sensible reasoning,Zhejiang Province,the examination of the fairness that reasoning,logical reasoning and the teaching content and teaching at all grades in the embodiment.Point out the strengths and weaknesses.Then,this paper conducted a reasonable inference teaching empirical research on how to foster the teaching of mathematics,verbal reasoning ability of students to carry out reasonable and teaching practice,their own teaching practice and related theory(of mathematical thinking, mathematical methodology,Polya heuristic teaching) combining to form a suitable idea of its own mathematics teaching.The main teaching specific cases,explained in detail in the various teaching high school mathematics content and how to train students in logical reasoning ability.Finally,on the sensible reasoning of teaching a few suggestions: importance of knowledge during the inquiry;emphasis on problem-solving methods of analogy and induction;attention to the issue of the effectiveness of context,and not to lose sight of the wrong suspect.
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