’Teaching Analysis And Teaching Suggestions Of New Curriculum Standard’ Simple Logic

’Ordinary high school mathematics curriculum standard (Experiment)’(hereinafter referred to as the ’new curriculum standard’) in the overall goal of the course pointed out the common logic language in the mathematical expression and argumentation, communication tool, but in common logic language teaching how to effectively combine it with the new curriculum concept implementation (by content understanding to deepen the ideological method), how to correctly treat the teaching orientation of the program version of simple logic of change and both in the function of the logical thinking ability of students training and other issues are not exhaustively elaborated, so it needs further research.In this paper, with high school mathematics’common logic language’as a starting point, combined with their own learning and teaching practice, on the common logic language new curriculum practice strategies, analysis of advantages and disadvantages and to explore the real goal of ’common logic language’, the author provides reference for deepening the spirit of the new curriculum.The full text consists of three sections.The first section focuses on the research background, theoretical value and practical significance of the "common logic language" and its status in high school mathematics.In the second section, in accordance with the problems in ’common logic language teaching, such as teaching evolution history and teaching orientation, core fallible problems, logic rules and the acquisition of mathematical thought and method of reproducing the author does more detailed analysis, helping to deeper understand the common logic language content.’In the third section, the author puts forward some suggestions for teaching materials of the ’common logic expressions’based on the’sufficient conditions and a necessary condition for’ class case analysis. And the author advocates that logic of the teaching of middle school should be moderately’life’, should strive to ’tools’, and let the students learn with interest, and then students can actively transfer the knowledge and distinguish between right and wrong and can be bright taxpayers. In addition, the author also points out the deficiency in the study.