The Study Of The Application Of Logical Inference In The Teaching Of High School Mathematics

Solid Geometry plays a pivotal part in high school math. But most students have much difficulty in learning it for various reasons. On the one hand, the students can't understand it because of the poor memory of the theorems and formulas, the nonstandard writing of steps, the unclear or illogical thinking, the confusion of conclusions and known conditions (especially in the problems for proving), or because of the dislike of studying math, especially Solid Geometry; on the other hand, it may be the teachers who are to blame for-they may use some improper teaching methods. In order to improve the students' ability of solving problems and make the teaching more effective, the teachers should use flexible and changeable teaching methods, among which Logical Inference is a much proper one. In the process of teaching, the teachers can compare the Solid Geometry with the real life or the students' available knowledge on Solid Geometry, and then summarize some common conclusions from some special examples. At the same time, the teachers should pay attention to the application of Logical Inference, so as to make it easier for the students to understand and accept Solid Geometry.This report mainly studies the application of Logical Inference in Solid Geometry, by studying some authoritative documents both at home and abroad and combining it with the practical teaching experience. Firstly, according to the New Program Objective's requirements to the contents and teaching suggestions of Logical Inference in Solid Geometry, we have grasped some teaching tasks and methods of Solid Geometry:by the comparison of the old and new schoolbooks. we have found the changes of some contents in Solid Geometry and got to know which ones are the important points in teaching. Secondly, through referring to some materials on Logical Inference, we have defined Logical Inference, and illustrated the characteristics, the types and the procedures of Analogy Inference and Summary Inference. Thirdly, it has illustrated the principles and case analysis of the application of Logical Inference. Lastly, we have taken some kinds of common problems in Solid Geometry for example (problems of conception, proving and calculation), and has practiced the application of Logical Inference in our classes.The unique feature of this study lies in the close connection with the class-teaching for high school mathematics. Supported by the factual teaching cases, this report mainly states the steps of the performances of Logical Inference in the teaching of Solid Geometry, starting from Program Objective, the schoolbook, and the classes, as well as using the methods of document-studying, case-analyzing, class-observing and so on. The report also provides reference for all of the frontline teachers.