The skills of doing mathematical proof problems are as follows: \x0d\( 1) Positive thinking. For general simple topics, we are all actively thinking and can make them easily, so I won't go into details here. \x0d\(2) Reverse thinking. As the name implies, it is thinking in the opposite direction. Use reverse thinking to solve problems, think about problems from different angles and directions, and explore ways to solve problems, thus broadening students' thinking of solving problems. This method is recommended for students to master. In junior high school mathematics, reverse thinking is a very important way of thinking, which is more obvious in the proof questions. There are few knowledge points in mathematics, and the key is how to use them. For junior high school geometry proof, the best way is to use reverse thinking. If you are in grade three, you are not good at geometry and have no idea of doing the problem, then you must pay attention to it: from now on, summarize the methods of doing the problem. Students read the stem of a question carefully and don't know where to start. I suggest you start with the conclusion. For example, there can be such a thinking process: prove that two sides are equal, as can be seen from the picture, we only need to prove that two triangles are equal; Prove the congruence of triangle, and combine the given conditions to see what conditions need to be proved and how to make auxiliary lines to prove this condition. If you keep thinking like this, you will find a solution to the problem and then write out the process. This is a very useful method. Students must try. \x0d\(3) Positive and negative combination. For topics that are difficult to separate ideas from conclusions, students can carefully analyze conclusions and known conditions. In junior high school mathematics, known conditions are usually used in the process of solving problems, so we can look for ideas from known conditions, such as giving us the midpoint of a triangle, and we must figure out whether to connect the midline or use midpoint multiplication method. Give us a trapezoid, we should think about whether to be tall, or to translate the waist, or to translate the diagonal, or to supplement the shape, and so on. The combination of positive and negative is invincible. \x0d\(4) "Reading"-Reading questions \x0d\ How to read questions? Different people have different opinions. Based on our research and students' reality, our research group divides reading questions into three steps: the first step is rough reading (similar to browsing Chinese reading). Browse the topic quickly from beginning to end, and get a general understanding of the meaning and requirements of the topic; Second, read carefully. After having a general understanding of the meaning and requirements of the topic, read the topic carefully and pertinently, make clear the setting and conclusion of the topic, and make clear what is known and what needs to be proved. As far as possible, use the symbols in the graph to concisely express the known conditions (such as which two angles are equal, which two line segments are equal, vertical relationship, etc.). If the conditions given in the question are not obvious (that is, there are implicit conditions), students should be instructed how to dig and find. The third step is to repeat the memory. On the basis of rough reading and close reading, first memorize the known conditions and conclusions to be proved in your mind, and then repeat the meaning of the original question with your own symbols in the picture. It is not complete until you read the question here. \x0d\ The reason why we ask for this link is so complicated is that students can't find the idea or method of proof in the actual process of proof. Many times, these situations can be well avoided, because they missed some known conditions in the questions or misremembered some known conditions in the questions or added some known conditions for granted, but they can keep what they know in mind and repeat it constantly. \x0d\(5) "Analysis"-Analysis \x0d\ Explore the ideas and methods of proof step by step by using the "analysis method" in mathematical methods. Teachers use enlightening language or questions to guide students. Under the guidance of teachers, students discover ideas and methods to solve problems through a series of questions, judgments, comparisons and choices, as well as corresponding cognitive activities such as analysis, synthesis and generalization, thinking and exploration, group discussion and communication. \x0d\(6) "Choose"-Choose the simplest method \x0d\ Choosing the simplest method to prove the problem can not only further clarify the proof ideas, geometric theorems and properties related to memory, but also increase the interest and curiosity in learning, thus stimulating the enthusiasm and initiative of learning. \x0d\(7) "Practice"-Variant practice \x0d\ Variant is not only an important thinking method, but also an effective method. Through variant training, it shows the complete cognitive process of knowledge occurrence, development and formation. Variant teaching conforms to students' cognitive laws, and can be gradual, providing students with space for seeking differences and thinking about changes, allowing students to flexibly apply the concepts, formulas, theorems and laws they have learned to various situations, cultivating students' flexible thinking quality, improving students' ability to study and explore problems, and improving mathematics literacy, thus effectively improving the effect of mathematics teaching.