The Present Situation And Training Suggestions Of Junior Middle School Students’ Mathematical Inductive Reasoning Ability

In the process of human scientific exploration,mathematics plays an indispensable role.How to educate a group of qualified talents for economic development and science and technology to find and solve problems with innovative thinking is particularly important.We must implement the requirements of the curriculum standard,in the middle school stage to cultivate students’ inductive reasoning ability,cultivate students’ innovative consciousness,cultivate students’ thinking quality of positive thinking.Help for quality education.The main research contents of this paper are:1.to sort out the content of the curriculum and textbooks on inductive reasoning,to clarify the requirements and arrangements of the curriculum and textbooks on inductive reasoning,so as to get some inspiration.2.Starting with the students in grades 7,8 and 9 as a whole,analyzing them by grade differences and gender differences;starting with the inductive reasoning ability as a whole,sorting out the situation of junior secondary students’ inductive reasoning ability in the dimensions of number and algebra,graphing and geometry,statistics and probability,etc.,and getting the overall level status.3.To investigate teachers’ awareness of inductive reasoning,the degree of importance they attach to it,its use in teaching,its organisation in the classroom and its effectiveness in developing students’ inductive reasoning,in order to obtain some suggestions for its development.Through the study it was found that.1.The curriculum standards require the development of students’ inductive reasoning skills,and they are constantly being updated and improved,indicating the importance of developing students’ inductive reasoning skills;the arrangement of inductive reasoning in the teaching materials follows the developmental rules of students’ cognitive level and the basic principles of education,and the overall arrangement is very reasonable.However,the distribution is uneven.2.Students’ overall inductive reasoning ability is fair,but still not at the desired level.The overall inductive reasoning ability of students is unevenly distributed.Students’ inductive reasoning skills in Probability and Statistics were significantly lower than in both Number and Algebra and Graphing and Geometry;there was little difference in the inductive reasoning skills of students in Year 7 and 8,with greater volatility in Year7.There was a marked improvement in Year 9,where inductive reasoning skills had become more stable.The inductive reasoning ability of junior high school students steadily improves with grade level,but there is limited room for improvement;the overall inductive reasoning ability of boys is slightly higher than that of girls,and the number of boys with excellent inductive reasoning ability is significantly higher than that of girls.3.Teachers understand inductive reasoning,but are still some way from the curriculum standards.Most schools and teachers do not value the use of inductive reasoning in the mathematics classroom,and a small number of teachers do not know how to use inductive reasoning to develop their students;the most suitable aspects of classroom teaching for developing inductive reasoning skills are creating situations and exploring new knowledge.In response to these findings,the following suggestions were made:1.More inductive reasoning sessions can be designed in the teaching materials so that inductive reasoning can be evenly distributed across all teaching sessions and the four major learning areas.2.Teachers need to make good use of homework and assign it in different levels.Adjust plans for the development of inductive reasoning skills appropriately for different grades and genders in teaching.Carry out more mathematical activities to allow students to develop inductive reasoning skills in the real world.3.Improve the appropriate level of regulations to ensure that teachers have the time and capacity to develop inductive reasoning style teaching.Transform thinking and realise the importance of inductive reasoning.The classroom is tightly focused on knowledge-generating aspects,allowing students to experience the complete process of inductive reasoning.