A Practical Study On Experiential Teaching Of Promoting Primary School Students' Mathematical Reasoning Ability

The core literacy of Mathematics has been a hot topic in mathematics researches during recent years.Many kinds of researches showed that the reasoning skill is the core literacy ability that primary and middle school students should possess.It is found that the cultivation of reasoning ability is a dark line in primary school mathematics teaching by reading mathematics textbooks of six grades.The reasoning ability should be cultivated through the whole process of mathematics learning.Reasoning is not only a basic thought in mathematics,but also a way of thinking that people often use in people's study and life.Although reasoning is widely used in our life and it is closely related to everyone's life,the reasoning ability of primary and middle school students is insufficient at present.Therefore,how to cultivate the reasoning ability of primary school students and lay a good foundation for future high level mathematics learning is an urgent problem we need to solve now.This study combines the methods of literature analysis,questionnaire test,practical research and action research.Firstly,the definition and classification of reasoning are sorted out,and the concept,general process,research status and trend of experiential teaching are described.Then under the guidance of three theories,such as Freudenthal's re-creation,we obtain five basic strategies of experiential teaching.The first theory,the teacher explains profound knowledge in simple language and fully excavates the reasoning knowledge in the textbook.The second one,the teacher creates appropriate situation to provide possibility for reasonable reasoning.The third one,the teacher prolongs the inquiry time to provide the basis for reasonable reasoning.The fourth one,the teacher adds operational experiments to verify reasonable reasoning.The last one,the teacher trains students' deductive reasoning ability in various forms.They are deep interpretation,full mining of reasoning knowledge in textbooks,creation of appropriate situations,and the possibility of reasonable reasoning.To extend the inquiry time,to provide the basis for reasonable reasoning;to increase operational experiments to verify reasonable reasoning;to train students' deductive reasoning ability in various forms.In order to understand the actual level of reasoning ability of students in Grade 5,a questionnaire was designed to test the students.The questionnaire combines the New Curriculum Standard and the elementary school mathematics teaching materials of Soviet version and refers to the method of the examination paper arrangement of TIMSS test and the civil servant test.Through the test and analysis of the effects of experiential teaching and traditional teaching on two parallel classes of students with comparable level,it concludes that experiential teaching can promote students ' reasoning ability,especially in the cultivation of the ability of inference inference,but the effect is not ideal in cultivating students ' deduction ability.Specifically,it says in these ways:? In the aspect of inductive reasoning,the students of the practice class have increased rapidly in the field of "number and Algebra",and have also improved in "graphics and geometry",which is not so obvious as the field of "number and Algebra".? In the aspect of analogical reasoning,the students' analogy ability of language in practice class is slightly higher than that of control class,the analogy ability of graphics is improved rapidly,and the analogy level of calculation is equal and maintains at a high level.? Improving deductive reasoning needs more speculative training and practicing,and the experiential teaching has little effect on it.? Experiential teaching not only cultivates students' reasoning ability,but also changes students' learning attitude,and turns students from passive learning to active learning,which fully inspires students to play a dominant role in learning.