A Study On The Presentation Of Reasonable Reasoning In Primary Mathematics Teaching Materials

Since the new curriculum reform, we pay more attention to the cultivation of students’ ability of innovation and practice, which is the core of quality education. Coming from the discovery of the problem, innovation is an important means of plausible reasoning, which will help find the problem, put forward the question. Therefore, the cultivation of students concerned about the plausible reasoning ability has become the key to cultivating students’ innovation ability. According to the research of children psychology, higher grades of primary school is key for students to develop the plausible reasoning ability, the elementary school mathematics teaching should permeate the cultivation of students’ reasonable inference ability. Since the implementation of the new curriculum reform, teachers and researchers pay more and more attention to the cultivation of plausible reasoning. Plausible reasoning has gained some attention. It has been generally recognized that only pay attention to plausible reasoning better training to upgrade students’ thinking level. But the teaching material is the carrier of teaching is an important course resources, teaching implementation, and the primary school textbooks of plausible reasoning presentation has not yet gained fully attention from researchers.Through literature review, the study plausible reasoning mainly focus on theoretical analysis, for the actual situation of teaching and training is not optimistic, the lack of quantitative and empirical research for teaching material, the research mainly focus on the middle school, and to reasoning in primary school mathematics teaching in the present study rarely involved. Therefore, this paper has two aspects of dynamic and static research. The static aspect, using the text analysis method to choose Jiang Su edition as an example to study the plausible reasoning respectively in the textbook of "number and Algebra", "graphics and geometry", "statistics and probability", "comprehensive practice" four areas present situation. At the same time, the dynamic aspect, through empirical research methods, the use of questionnaires to understand the students’ development of plausible reasoning and through interviews of teachers’ understanding of plausible reasoning and training in teaching. On this basis, put forward opinions to exhibit improved Jiang Su primary school mathematics textbooks of plausible reasoning.Research shows that:1, the plausible reasoning in the textbook of "number and Algebra", "graphics and geometry", "statistics and probability", "comprehensive practice" four areas basically accord with the present curriculum standards,2. In the grade distribution, the present number of serious deficiencies do not conform to the law of children’s cognitive development.3, inductive reasoning, analogy reasoning and statistical inference of the three most plausible reasoning model presented both in teaching materials, but the present is the most inductive reasoning. Analogical reasoning and statistical inference appears shortage, development of adverse and students analogical reasoning and statistical inference ability, comprehensive development and the reasonable inference ability.4, textbook example of plausible reasoning presented basically let students experience observation, conjecture, draw the conclusion, but this is not the complete reasoning mode, lack of validation process for the conjecture in many places, easy to cause the teachers and students to produce plausible reasoning the conclusion is right the wrong understanding.5, the plausible reasoning in teaching problem solving more present in the field of "number and Algebra", and is mainly to explore the number or type of law, form is single, the lack of present in the "graphics and geometry" and "statistics and probability" in. A lot of training students and teaching materials in the plausible reasoning ability problem centralized arrangement in thinking questions, easy to cause the students’ fear of difficulty, not conducive to the development of sensible reasoning ability of students of different levels.The questionnaire can be found that students have the plausible reasoning ability, but the overall level is not high. The interviews of the teachers show that teachers generally recognize the importance of plausible reasoning on students’ development, and gradually pay attention to foster students’ plausible reasoning ability, but the teachers on the plausible reasoning in general is still inadequate and not deep enough.There are many reasons for presenting materials inadequate understanding of plausible reasoning is not sufficient and the teachers and students, mainly in "curriculum standard", the teaching material and the teacher three aspects. According to the research results, in order to promote the students development of plausible reasoning ability, at the end of this paper, from the three aspects of suggestions for improvement:"curriculum standard" should be "to develop the plausible reasoning ability of students" as a dominant curriculum objectives should be clearly, considering the characteristics of physical and mental development of students and the actual situation, focus on step by step different goals, different stages; write to further improve the teaching material, increase the plausible reasoning material in the textbook, let students experience the complete "reasonable inference" process; to strengthen the training of teachers, enhance teacher connotation, understanding of plausible reasoning method and the importance of the training content should be specific.