As the saying goes, a good beginning is half the battle. At the beginning of classroom teaching, we should attract students and let them actively participate in learning. Only in this way can we give full play to students' subjectivity and initiative in learning, let them learn creatively and change "I want to learn" into "I want to learn".

For example, in the teaching of "Perimeter", Teacher Li Wenyan first showed a fallen leaf: Q: How can a small ant bypass this leaf? Can you point it out? After the students point out, introduce the topic: This is the perimeter of the leaves. We will know the perimeter in this lesson. In this way, by creating situations, students' thirst for knowledge is stimulated and the floodgates of students' thinking are effectively opened.

2, a variety of ways to promote thinking.

Cultivating students' thinking ability should run through the whole process of mathematics classroom teaching. With a good start, then, developing students' thinking path and cultivating students' thinking ability will be carried out with the deepening of learning content. In this teaching process, we can use a variety of teaching methods or forms to broaden students' thinking breadth, explore students' thinking depth and cultivate students' flexibility, uniqueness and novelty.

For example, in the "Perimeter" class, Mr. Yan Wen gave the students some tools to measure the circumference of objects: rulers, ropes and so on. Through group discussion, students find it convenient to measure straight lines with a ruler. When measuring the curve, it is best to wind the rope once before measuring the length. Through discussion, students broaden their thinking and improve their interest in learning mathematics. It also enables students' thinking ability to be initially cultivated.

3. Self-study and exercise thinking.

The classroom is where students perform. Teachers should satisfy students' desire for expression, provide students with time and space for autonomous learning and activities, and let students speak boldly. It doesn't matter if they are wrong.

For example, in the practice of perimeter, Teacher Yan Wen designed a rectangle with missing corners and asked students how to measure the perimeter of this rectangle. After thinking, the students come to the conclusion that the circumference of a rectangle can be measured by moving a straight line and turning it into a rectangle. In this way, students will enjoy a broad space for thinking, and from time to time, they will have a spark to generate's wisdom in class. Students' thinking ability is constantly being exercised.

4. Hands-on operation to induce thinking.

Educator Tao Xingzhi once said, "There are two treasures in life, the hand and the brain". Using hands and brains is an effective way to cultivate students' thinking ability. In the teaching process, we should create opportunities for students to express orally, operate hands and think with their brains, so that students can find solutions to problems and gradually develop their thinking ability.

For example, in the teaching of "Perimeter" course by Yan Wen, the first thing is to let the students draw a few closed figures at will, and then let them point to each other at the same table. Through hands-on operation and sensory experience, they understood the concept that "the length of a closed figure is called the perimeter of the figure". At the end of this class, Teacher Yan Wen asked a practical question, "What figure can two rectangular pieces of paper with a length of 4 cm and a width of 2 cm be put together?" How to find the perimeter of these figures? ".Title