Teachers should skillfully integrate knowledge education and thinking training, and penetrate thinking training into every class and root in every knowledge point. According to the characteristics of primary school students' thinking, we should guide students to fully reveal the thinking process through observation, experiment, comparison and guess, and infiltrate the process of concept formation, conclusion derivation and law generalization into the teaching process, so that students can experience the tortuous and vivid thinking process of knowledge development and feel the beauty of mathematical thinking at close range.
The second is to actively start work and guide thinking. Suhomlinski said: "Children's wisdom is at your fingertips." Pupils have enough desire to start work. For thinking gymnastics such as mathematics, combining abstract thinking with "hands-on" will often have unexpected positive effects. When I was teaching cuboid volume formula, I found 12 cuboid building blocks, let students try to assemble different cuboids, let students measure their own length, width and height, guide students to think about the relationship between length, width and height and volume, and finally deduce cuboid volume formula. A seemingly simple operation has greatly improved students' enthusiasm for learning. A student came to me after class and asked if this formula could also be applied to other multilateral combinations. This fully shows that hands-on practice has stimulated students' mathematical thinking.
The third is task-driven, stimulating vitality. Pupils are in the cognitive stage full of curiosity and thirst for knowledge about their surroundings. Teachers can appropriately assign some information tasks to students, and put forward some math questions in teaching, so that students can learn with questions and tasks in class. When setting tasks, we should pay attention to the feasibility and effectiveness of tasks and provide students with broad thinking space. For example, when teaching the surface area of a cube, I learned that a student's birthday was coming, and then I prepared a small gift and colored paper to be packaged, so that the whole class could help me complete the task with the least colored paper. The enthusiasm of the students was mobilized at once. In order to accomplish the task, they put forward many naive plans. At this time, I propose that they measure the length, width and height of small gifts, and introduce the formula for calculating the area to guide students to solve practical problems with mathematical thinking, and then think: If the surface of a cube is irregular, how to calculate it? An ordinary surface area calculation is extended to explore the whole geometric knowledge system. The process of students thinking and guessing these problems is the process of cultivating mathematical thinking. It can be seen that the task-driven process is also a process of improving mathematical thinking and practical inquiry ability.