First, create situations and induce thinking.
"Learning begins with thinking, and thinking begins with doubt". Students' positive thinking begins with problems. Therefore, in teaching, teachers should actively create problem situations and mobilize the product polarity of students' thinking. For example, when teaching the second grade mathematics of Beijing Normal University, the teacher can introduce an interesting trick, that is, fold a piece of white paper in half, put the folded white paper on the physical projector, draw a picture on the spot, and draw a plan along one side of the crease. Guess what the teacher drew? Fold the white paper in half along the original crease and press hard to make the pattern clearly printed on the other side of the white paper. Observe. Is this the same pattern as your guess? Let the students think and talk about the characteristics of this model. At this moment, the teacher fully mobilized the students' enthusiasm for learning, making them more and more eager to explore and ready to accept knowledge in their hearts.
Second, correctly guide and promote thinking.
The traditional mathematics teaching mode is that teachers tell students, which completely obliterates students' interest in learning things and their enthusiasm for deep thinking and exploration. In this mode, even if talents are cultivated, they lack the spirit and ability of innovation. Therefore, in order to make students master the necessary basic knowledge and some basic skills, and cultivate their innovative consciousness and practical ability, curriculum reform is imperative. The requirement of the new curriculum standard is a perfect interpretation of this problem. The new curriculum standard requires that teachers are no longer the main body of the classroom. On the contrary, it sets the subject of the class as students. This way can actively guide students to think independently, find their own problems and try to solve them through their own thinking.
In teaching, teachers should provide students with clues to think, guide students to think purposefully, and avoid students' thinking inefficiency caused by blind thinking.