Research On Mathematics Teaching Based On Induction Ability Of Junior Middle School Students

With the increasingly deepening of curriculum reform, the development of the students’ ability is more and more attention, especially to develop the students’ ability of inductive reasoning is as one of the important goals of curriculum standard, part of the junior middle school mathematics teachers have fused inductive way of thinking to the junior middle school mathematics teaching process.But,which the content in the junior middle school teaching material is more suitable for use inductive way of thinking teaching? How much the junior high school teachers know the education value and the connotation of the inductive reasoning? What the teaching principles of the teachers should follow to make the inductive reasoning such implicit thinking and the integration of mathematical knowledge, let the students in the process of experience of mathematics activity, not only obtained the mathematical knowledge, but also had an inductive way of thinking, gradually form the habit of thinking of inductive?In this paper, through investigation and analysis about the present situation of junior middle school mathematics inductive reasoning, targeted was proposed based on the teaching case design basis of inductive reasoning ability, and from the viewpoints of concept, proposition and problem solving design of the local teaching case, more conducive to illustrate how to present the teaching process students induction ability and the understanding of knowledge and absorption.This article mainly from the following five parts to study:The first part, mainly introduced the inductive reasoning in junior middle school mathematics teaching the application of the research background, and the research purpose and meaning, and expounds the research contents and methods of this article.The second part, mainly on the introduction of the present research situation and related to the subject theory, on the basis of the connotation and extension, characteristics of inductive reasoning and inductive reasoning and deductive reasoning gave a detailed explanation of the relationship.The third part, mainly make a middle school in xi ’an as an example, through the analysis of the questionnaire result appears in the form of a data graph inductive reasoning applied in the junior middle school mathematics teaching in our country at present stage, there are some problems including mathematics teachers’ understanding of inductive reasoning concept itself does not reach the designated position and mathematics teacher did not fully realize the education value of inductive reasoning to the student ability development, and junior high school students realize the important of inductive thought, but is still made a hash in practical problem solving.The fourth part, in order to improve students’ability in inductive reasoning, for the purpose of teaching case design is pointed out that:(1) the teaching content based on the proper choice. Mainly the digging of inductive materials in the textbooks; (2) the clarity of the teaching thought. Pay attention to the problem of clever set, namely the students’ participation, the process of teaching activities; (3) the teaching purpose of the fundamental. Is to let students grasp knowledge into the thinking method of inductive reasoning; (4) after the reflective teaching. Is to reflect the whole process of teaching activities, it is the reflection to the mathematical knowledge, to form the system of knowledge understanding, one is the reflection to the inductive way of thinking, so as to make students form the habit of inductive reflection, in order to enhance the learning ability of students in all aspects.The fifth part, summarizes the main content of the research for this article, at the same time pointed out in this paper, we study the deficiency as well as some may have related to this topic research content.