Exploration Of The Development Of Logical Thinking For The Middle School Students In Mathematics

During the process of teaching Mathematics in secondary schools, concepts, axioms, theorems, propositions and logical terms is regarded as the teaching context in the syllabus or curriculum standards, however, logical methods such as conjecture, induction, analogy, reasoning, proving are inflowed or hidden in various parts of the content in the textbooks. If we want thinking to reflect the objective world correctly, it is necessary to get real emotional materials through a wealth of practical experience, and abstract and generalize them scientifically, in order to form concepts, make judgments, do reasoning, make arguments, and finally gain rational knowledge. Only with the correct way of thinking, and independent ability of analyzing the problems, and solving the problems, we can neatly apply and the knowledge we have learned to real life and even translate it into the objective world. Developing rigorous reasoning ability doesn’t mean to rely on equipping students with the laws of logic, then let the students to use these rules through imitation,(although imitation is required).Otherwise it can only increase the burden on the students’memory and weaken the understanding about the law of the nature.Mathematics and logic are not exactly the same discipline, mathematics has more logic components but there are also non-logical factors. Mathematics covers not only strictly logical reasoning but also a wealth of speculation. It is the great charm of the Mathematics that it is properly combined with logic and art, reason and imagination, abstract and intuitive composition into the one.In Secondary school the reason that mathematics education is considered as an important part of the national quality education, is not only to cultivate the students’logical thinking ability but also develop the personality about rigorous and realistic, rational spirit and down-to-earth psychological quality.The mathematics teacher is aimed to find the great ways to understand mathematical the concept rather than create a mathematical concept like mathematicians Creative activities enable students to gain other new understanding and enhance the ability of thinking through the learning of conceptual knowledge, and ultimately students are able to achieve a deeper level of understanding on problem. In the process of Mathematics teaching, the teachers think it as one main task that they take advantage of the mathematical concept to improve the students’ thinking quality and ability. The study of modern educational theory research shows during the process of teaching mathematical concepts.At the Teaching stage improving reasoning ability depends on the basis of the analysis, It doesn’t mean to put this theory into the every class, but use these methods,and combine with the specific teaching content to create the special situation. So the teachers can finish the task that they lead in students to analyze problems, enable students to gain and improve the ability in the process of inquiry. Mathematicians are located on Fifth Postulate a trial certificate. Despite the failure, people have deepened understanding on the Fuclidean parallel axiom during this inquiry process.Inspired by it people get a windfall and accidentally build up the theory of a non-Euclidean geometry. Mathematical proving mainly counts on the deductive reasoning, and indeed inflow it throughout the whole process of mathematics teaching.