Research On The Action Of Mathematics Problem String Teaching In Primary School Pointing To The Cultivation Of Plausible Reasoning Ability

With the formulation and implementation of mathematics curriculum standards for compulsory education guided by discipline core literacy,the cultivation of students’ core literacy has become the proposition of the times of mathematics classroom teaching reform.The ability of reasonable reasoning in mathematics is one of the core qualities that primary school students should possess,which plays an important role in training students to think independently,analyze and solve problems,and improve their thinking quality.At the same time,mathematics is a subject that integrates abstraction and logic.in primary school,the solution of many mathematical problems and the acquisition of mathematical rules involve plausible reasoning.Problem-solving-oriented problem string teaching can not only acquire mathematical knowledge,but also develop students’ plausible reasoning ability.from this point of view,problem string teaching and plausible reasoning are closely related.Therefore,this paper attempts to apply the question string to the teaching of mathematical plausible reasoning in primary school,in order to cultivate the mathematical plausible reasoning ability of primary school students more effectively.On the basis of the existing literature,the purpose of this study is to explore the connotation of plausible reasoning ability and question string teaching,and to clarify the internal relationship between plausible reasoning and question string teaching.Based on constructivism learning theory,nearest development zone theory and Polya’s mathematical reasoning theory,this study makes a theoretical discussion on the primary school mathematics problem string teaching which points to the cultivation of plausible reasoning ability.This paper combs the connotation,types and main characteristics of question string teaching,and discusses the feasibility and necessity of cultivating pupils’ plausible reasoning ability.On this basis,this study is based on the value implication,basic objectives,teaching principles,teaching procedures and auxiliary conditions of question string teaching,which points to the cultivation of plausible reasoning ability.this paper constructs a mathematical problem string teaching model in primary school,which points to the cultivation of plausible reasoning ability.This paper makes an action research on the preliminarily constructed teaching model in primary school mathematics classroom teaching,which aims to cultivate the ability of reasonable reasoning.In the course of the study,the effectiveness of the model was further improved and verified by means of classroom observation,interviews and test questions.finally,it forms a teaching model that prepares the guide plan before class,including five links in the class(creating situation to raise basic questions,independent exploration and extension of basic questions,comprehensive analysis focusing on core problems,questioning difficult problems,reviewing and reflection for summary and extension).Through the practical test,it is found that the question string teaching has a remarkable effect in cultivating primary school students’ mathematical plausible reasoning ability.there is a significant improvement in inductive reasoning(observation and identification,formation of conjecture,induction and generalization)and analogical reasoning(finding similarities,transfer and application,verification and popularization).And according to the problems found in action research.This paper puts forward some suggestions on the teaching of mathematical problem string in primary school,which points to the cultivation of reasonable reasoning ability: first,the stage of preparation before class(setting up question string reasonably and paying attention to the creation of problem situation)Second,the stage of implementation in class(paying attention to generative problems and changing teachers’ ideas);third,the stage of after-class evaluation(advocating multiple evaluation methods and paying attention to students’ self-reflection).