Cultivation of students' mathematical thinking ability in primary school mathematics teaching
(1) Strengthen the combination of numbers and shapes and deepen thinking.
To cultivate students' thinking ability, we first need to understand and master the internal relationship between various theoretical knowledge, and strengthen this relationship through thinking means. The combination of number and shape can effectively combine theoretical knowledge with concrete practice, concretize and visualize abstract content, study and analyze the essence of theoretical knowledge through the mutual transformation of spatial form and quantity, finally complete the task of solving problems, and also deepen thinking. Therefore, primary school mathematics teachers should use graphics to analyze and solve problems as much as possible in the teaching process. Furthermore, it is to use quantitative relations to transform graphics and solve problems with the knowledge already mastered. For example, when students learn the formula of square perimeter, although there is a formula to calculate the perimeter, in the teaching process, it is difficult for teachers to use the formula flexibly if students are only required to memorize. Therefore, in the teaching process, teachers need to let students learn and master this knowledge flexibly. Because the length and width of a square are the same, there are four methods to calculate the circumference of a square: ① length+length+width+width; ② Width× 2+Length× 2; ③ Length/width × 4; ④ (length+width) ×2. When introducing these methods, teachers can use graphics to explain them, thus speeding up students' understanding, deepening students' thinking and increasing students' flexibility in using knowledge.
(B) the creation of teaching situations
Because it is difficult for primary school students to concentrate on one thing for a long time, teachers need to create appropriate teaching situations in the teaching process to stimulate students' enthusiasm and creativity while promoting their learning and understanding. Students discover, analyze and solve problems through perception, and finally master theoretical knowledge. For example, when introducing geometric figures such as cuboids and cylinders, students will have some difficulties in understanding and mastering because they have no spatial imagination. Therefore, in the teaching process, teachers can use toys such as building blocks to let students know these geometric figures and put abstract theoretical concepts into practice under experience. In this way, students can not only improve their mathematical thinking ability, but also cultivate their spatial imagination and practical ability, and enhance their flexibility and multi-directional thinking.
(3) Strengthen contact with daily life.
All theoretical knowledge comes from daily life. Therefore, in the process of primary school mathematics teaching, teachers can link the teaching content with daily life, on the one hand, it can enrich the teaching content, on the other hand, it can accelerate students' understanding and mastery of theoretical knowledge. For example, when learning addition and subtraction, mom has two apples and dad has three apples, so how many apples do mom and dad have? This can make the problem simple and life-oriented, which is conducive to the cultivation of students' mathematical thinking ability. In the process of primary school mathematics teaching, it is an important teaching task to cultivate students' mathematical thinking ability, which not only improves the teaching level and quality, but also benefits students' future study and life.
Mathematics teaching methods in primary schools
First, the use of innovative ideas, improve the management of teaching objectives
Under the guidance of the new curriculum reform standards, the teaching objectives of primary school mathematics also show a diversified development trend, that is, the teaching objectives expand from a single learning goal to knowledge goals, ability goals and emotional goals. Therefore, in teaching management, we should constantly explore the content of teaching materials on the basis of clear objectives, so as to find a foothold for the implementation of the objectives, so as to ensure that students can be guided by specific learning plans and stimulated by learning tasks. For example, in the teaching management of "decimal times integer", teachers should first determine the teaching goal, that is, the goal of knowledge and ability is to experience the process of exploring the calculation method of decimal times integer, understand the calculation principle of decimal times integer, master the calculation method and learn to use it simply; The goal of process and method is to experience mathematical activities such as observation, comparison, analysis and induction, cultivate students' language expression ability and further develop abstract thinking ability; The goal of emotional attitude is to experience the inseparable relationship between mathematics and life, and gain successful experience in solving new calculation problems by using the knowledge learned. Then, through the analysis of teaching materials, teachers determine the teaching plan based on the knowledge of integer multiplication, the changing law of products and the nature of decimals, so as to ensure that students can successfully complete the learning of new knowledge in teaching design.
Second, the use of innovative ideas to do a good job in teaching quality management
Under the guidance of innovative ideas, to manage the teaching quality well, we must realize the reform of teaching methods, that is, optimize the teaching process through independent inquiry, interactive cooperation and other methods to ensure the improvement of teaching efficiency. Next, the author takes "inquiry teaching" as an example to analyze the innovative ways of primary school mathematics teaching management. Ask questions first. That is to say, students can find some problems with inquiry value from daily phenomena or mathematics learning by inspiration or independently, and in this process, teachers should create reasonable teaching situations so that students can think deeply about these problems and maintain their interest and enthusiasm for inquiry; Then make a solution to the problem, that is, students can put forward a solution under the guidance of teachers or through group discussion, and design a simple operation plan according to the specific problems to be explored. Teachers should not give students mandatory guidance in guidance, but let students use innovative thinking to complete independent thinking; Finally, the reflection of evaluation language is completed, that is, students use the reliability evaluation of students and teachers to reflect on inquiry learning activities, find out their strengths and weaknesses with others, and make changes in time according to specific improvement suggestions.
Third, the use of innovative ideas to do a good job in student management
In the modern educational concept, students are the main body of teaching. Therefore, in primary school mathematics teaching management, we should keep this principle in mind, innovate teaching strategies according to the physical and mental development characteristics of primary school students and the training objectives of quality education, and ensure students to achieve all-round development in a harmonious and relaxed teaching environment. For example, in the teaching of parallelogram area, a teacher made the following teaching design in order to do a good job in student management: (1) Creating a situation to introduce a new lesson, that is, using courseware to show the theme map in the textbook, and at the same time guiding students to review the rectangular area formula they have learned by asking questions; (2) Organize classroom activities to guide students to actively participate in practical exploration, that is, teachers ask students to determine the areas of rectangles and parallelograms through the calculation of small squares, and guide students to find the conclusion that "the bottom of parallelograms is equal to the appearance of rectangles, the height of parallelograms is higher than the width of rectangles, and the area of parallelograms is equal to the area of rectangles" through guessing; (3) Refining and summarizing, that is, teachers guide students to establish the relationship between the area of parallelogram and the area of rectangle by changing small squares, and guide students to draw the conclusion that "the area of parallelogram is equal to the bottom multiplied by the height". Through this optimization of classroom process, students can give full play to their initiative and establish an equal and harmonious relationship with teachers in classroom interaction, thus laying the foundation for teaching management.
Fourth, do a good job in teacher management with innovative ideas.
Under the guidance of innovative ideas, to do a good job in teacher management, we should start with the following points: (1) Do a good job in collective lesson preparation. With the support of information technology, the collective lesson preparation for primary school mathematics has new characteristics in form and content. Therefore, teachers should actively use information technology to establish an electronic lesson preparation platform to facilitate teachers' communication and resource sharing. (2) Do a good job in teaching and research activities of primary school mathematics. Teaching research is an important way to deepen the connotation of primary school teaching and expand the teaching content. Therefore, in teaching research, we should determine the research topic according to the characteristics of students, the concept of quality education and teaching practice, organize teaching and research groups to discuss, and supervise and record the discussion process and content to ensure the discussion results. (3) Continuously improve teachers' comprehensive quality, that is, through comprehensive training in teacher management, improve teachers' professional quality and sense of professional responsibility, so as to ensure that teachers innovate teaching methods on the basis of a deep understanding of the connotation of the new curriculum reform.
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