A Study On The Teaching Of Reasonable Reasoning In Junior Middle School Mathematics

Plausible reasoning is defined as people make reasoning which is object,reasonable and as is true in a certain situation and in the process, with the aid ofobserving, experiment, association, intuition, induction, analogy and othernon-deductive (or non-full deductive) methods based on the existing cognitivestructure. In the background of basic education mathematics curriculum reform, thestudy of plausible reasoning teaching is a issue worthy of further exploration. Tostudy the issue, not only is of significance to clarity the connotation of mathematicalreasoning, teaching principle and effectively improve the math skills of middle schoolstudents, but also has grate influence to effectively implement of the "four base" ofthe new curriculum standard and the development of students’ emotions, attitudes andvalues.My thesis is mainly divided into the three parts as follows:Firstly, I analyzed the relationship between plausible reasoning and deductivereasoning, elaborated the research state of plausible reasoning domestic and overseas,and introduced some features and main methods of the plausible reasoning in the useof documentary method.Secondly, I selected the teachers and students of WuHua area sirloin nationalexperimental school, AnNing experimental school of Kun Ming city and mathematicsclassroom for the study, done a research through questionnaire test, questionnairesurvey and interviews, etc. I have done plausible reasoning ability tests to the twoschools of355eighth grade and ninth grade students. What’s more, I have done aquestionnaire survey on fifty outstanding mathematics teachers of junior middleschool to understand the current situation of plausible reasoning teaching in the stageof middle school and to know what are the difficulties of implementing plausiblereasoning teaching. In the research, I used statistical software SPSS19.0forquantitative analysis and supplemented by classroom observation and interviewingteachers and students for qualitative analysis. On the basis of the analysis of the investigation results and the reference of the existing teaching model, we proposedreasonable inference classroom teaching mode, and also, we supplemented byteaching case analysis to hope these can has certain reference to junior middle schooloutstanding mathematics teachers in reasonable inference teaching.Finally, I proposed some strategies on the teaching of reasonable inferenceteaching aimed at some problems in the investigation.Through this topic research obtain some valuable results, will take it as a newstarting point, to the Plausible Reasoning in Secondary Mathematics Teaching furtherstudy.