1. Improve the awareness of infiltration: the knowledge of mathematical concepts, laws, formulas and properties is clearly written in the textbook, with "shape", while the mathematical thinking method is implicit in the mathematical knowledge system, without "shape", and scattered in all chapters of the textbook in an unsystematic way. Teachers don't talk, talk more and talk less, which is arbitrary. They often squeeze it out as a "soft task" because of the tight teaching time. The requirement for students is to calculate as much as they can. Therefore, as a teacher, we should first renew our ideas, constantly improve our understanding of the importance of infiltrating mathematical thinking methods, integrate both mastering mathematical knowledge and infiltrating mathematical thinking methods into teaching purposes, and integrate the requirements of teaching mathematical thinking methods into lesson preparation. Secondly, we should study the teaching materials deeply and try our best to find out all kinds of factors that can penetrate mathematical thinking methods. For each chapter and section, we should consider how the specific content permeates mathematical thinking methods, which mathematical thinking methods permeate, how to permeate, and to what extent. It is necessary to have an overall design and put forward specific teaching requirements at different stages.

2. Grasp the feasibility of infiltration: the teaching of mathematical thinking methods must be realized through specific teaching processes. Therefore, we must grasp the opportunity of teaching mathematical thinking methods in the teaching process-concept formation, conclusion derivation, method thinking, thinking exploration, law revelation and other processes. At the same time, we should pay attention to the organic combination and natural infiltration in the teaching of mathematical thinking methods, consciously and imperceptibly inspire students to understand all kinds of mathematical thinking methods contained in mathematical knowledge, and avoid the counterproductive practices such as mechanically copying, generalizing and being divorced from reality.

3. Pay attention to the repeatability of infiltration: Mathematical thinking method is gradually accumulated and formed in the process of inspiring students' thinking. Therefore, in teaching, we should first emphasize "reflection" after solving problems, because the mathematical thinking method refined in this process is easy for students to understand and accept. For example, through the regular comparison of scores and percentages, guide students to sum up the main points of solving such application problems, find the scores corresponding to specific quantities, and let students experience the corresponding ideas and reduction ideas themselves. Secondly, we should pay attention to the long-term nature of infiltration. It should be noted that the infiltration of students' mathematical thinking methods can not see the improvement of students' mathematical ability overnight, but a process. Mathematical thinking methods must be trained step by step and repeatedly, so that students can really understand.