The process of learning is a process from the shallow to the deep, generally from the shallow to the deep, from the low level to the high level. Similarly, in the process of geometry classroom teaching, it is necessary to ask questions at different levels and ask more questions for one question, which can expand students' thinking of solving problems, but the relationship between them should be considered when asking small questions, and the difficulty should be graded. For example, the result of the first question can be used as the condition of the second question. By analogy, in the teaching process, it is best to ask questions in the development area closest to students' thinking. This will enable students to face moderate learning difficulties, establish substantive links between new geometry knowledge and related old knowledge, and maintain the consistency of geometry knowledge and thinking methods. Can ask a variety of questions on a topic, can cultivate students' thinking breadth and fluency.
2. A topic is changeable, so as to cultivate the flexibility of thinking.
Changing a problem is to make full use of the textbook, give full play to the role of exercises in the textbook, fully tap the potential intelligence of exercises, and skillfully change exercises, so that students can have a sense of familiarity and freshness with the changed exercises, and can change the basic practices such as background, conditions, conclusions, graphics and forms, so that problems can be popularized and extended, students can gain the ability to draw inferences from others, and their thinking can be more flexible, profound and broad. Application questions mainly examine students' ability to understand and solve practical problems. The practice of application questions should guide students to establish corresponding geometric models on the basis of correct understanding of the meaning of the questions, so as to solve a class of problems. The problems of the same geometric model are transformed into different practical backgrounds, so that students can understand how to establish geometric models of similar problems, thus improving their ability to solve practical problems. Students can learn more about how some life problems are abstracted into geometric models, so that students' thinking breadth is divergent and they can use them flexibly when encountering the same type of life problems. Similarly, in the process of geometry teaching, through other ways, such as changing the subject conditions, the conclusion remains unchanged; Conditions unchanged, change the method of asking questions; Conditions and conclusions can also be interchanged; Changing the topic graphics and other practices can effectively train the flexibility of students' divergent thinking.
3. Solve multiple questions to cultivate the flexibility of thinking.
Divergent thinking is manifested in putting forward various ideas and solutions to problems, and exploring various solutions to the same problem is an effective way to cultivate students' divergent thinking. Therefore, in teaching, we should guide students to comprehensively analyze problems, be good at focusing on various connections between things, consider problems from multiple angles, and cultivate students' thinking flexibility through multiple solutions to one question. Solving a problem is only one of the methods. Grasping a class of problems through a problem set can make students think from multiple angles. Analyze and think from various viewpoints, expand the field of thinking, cultivate thinking opportunities, and finally get new methods to solve problems by different routes. Through this kind of training, students can not only cultivate innovative thinking ability, but also improve their interest in learning mathematics.