Mathematics curriculum standards emphasize that mathematics teaching should proceed from students' reality, create problem situations that are conducive to students' autonomous learning, guide students to acquire knowledge, form skills, develop thinking, learn to learn through practice, thinking, exploration and communication, and urge students to learn lively, active and personalized under the guidance of teachers. Modern mathematics teaching view holds that mathematics teaching is the teaching of mathematical thinking process, and the process of students learning mathematics is the process of constructing mathematical cognitive structure in their minds. Guiding thinking through questions and developing thinking ability in many ways is the key to learning mathematics well and an important way to cultivate students' innovative ability. Therefore, teachers should pay special attention to the cultivation of students' thinking ability in teaching. Below I only talk about some experiences on how to cultivate students' thinking ability in mathematics teaching: creating problem situations and stimulating students' thinking. Problems are the core of mathematics and the source of thinking. In teaching, we should consciously create the situation of finding problems, which is the key link to develop thinking and a good way to cultivate students' innovative thinking ability. Creating vivid and appropriate life scenes and asking questions can arouse students' curiosity and interest and stimulate their thirst for knowledge. How to use familiar and common practical problems in life to create scenarios, 1, and stimulate students' desire to explore? For example, when we know the image of quadratic function, we can release the projection of Yao Ming or Jeremy Lin's shooting scene in the basketball game, which will immediately arouse students' interest. For another example, when teaching "Preliminary Statistics", the following examples are designed: London Olympic Games will be held soon. In order to select one athlete from A and one athlete from B to represent the country in the shooting competition, each shot 10 times under the same conditions, and the results are as follows: A: 99.58.579.867.2106b: 98.38.59. After scientific data processing, Miss Li selected an athlete to participate in the competition and achieved good results. How did he work it out? At this time, students are active in thinking and interested in exploring new knowledge. Teachers and students successfully complete this section, and at the same time deepen students' understanding that mathematics knowledge comes from life and is applied to life. 2. Use mathematical experiments or hands-on operations to stimulate students' curiosity and thirst for knowledge. For example, if you talk about the triangle interior angle theorem, you can set the questions as follows: ① Cut the △abc paper-cut before class, and cut ∠a, ∠b and ∠c together to see what angle they form. ② What conclusion can you guess from this? What inspiration did you get from the puzzle? (refers to how to add auxiliary lines to prove) This creates a situation for students to realize that ∠ A+∠ B+∠ C = 180o, so as to have a perceptual understanding of the triangle interior angle sum theorem, and at the same time find out the proof method of the theorem through spelling, so that students can cultivate observation in the practice of thinking, walking, moving their eyes and moving their mouths. 3. Ask questions with the contact or conflict between old and new knowledge, and stimulate students' desire to explore. For example, when learning polynomial multiplication. Starting with reviewing the polynomial of monomial multiplication, see if you can calculate (m+n)(a+b) by the method you just learned. If you find it is not, see if there is any connection between these two calculations. The inductive algorithm can be discussed with an example of finding the rectangular area. The figure is as follows: Second, insist on the combination of students' full thinking and teachers' reasonable guidance. After asking questions, let the students think independently and communicate in groups. After the students show their comments, the teacher will summarize and summarize them, and put forward matters needing attention. Teachers can only guide students reasonably when they discuss questions, and don't think and answer instead of students. Don't worry even if students have ideological problems, as long as they are properly guided to solve them step by step. Organically combine students' thinking with teachers' guidance. Infiltrate the idea of classification and cultivate the consciousness of classification; Learn classification methods to enhance the rigor of thinking and cultivate students' divergent thinking. Mathematics learning is inseparable from thinking, and mathematics exploration needs to be realized through thinking. It is not only in line with the new curriculum standards, but also a starting point of mathematics quality education to gradually infiltrate mathematical thinking methods in junior high school mathematics teaching, cultivate thinking ability and form good mathematical thinking habits. The idea of mathematical classification is to divide mathematical objects into several different categories according to their similarities and differences in essential attributes. It is not only an important mathematical thought, but also an important mathematical logic method. The so-called mathematical classification discussion method is a mathematical method that divides mathematical objects into several categories and discusses them separately to solve problems. It is logical, comprehensive and exploratory to discuss mathematical problems related to thinking in categories, which can train people's thinking order and generality. The idea of classified discussion runs through all the contents of middle school mathematics. The mathematical problems that need to be solved in the idea of classified discussion can be summarized as follows: ① Classify and define the mathematical concepts involved; For example, after learning the related concepts of rational numbers, we should pay attention to guiding the selection of different standards for classification. ② Classify the mathematical theorems, formulas, operation properties and rules used; For example, the problem of absolute value and the root of a quadratic equation. ③ There are many situations or possibilities for the conclusion of the solved mathematical problem; Like the problem of moving points. Example: Point A (2,0) and Point b(0,-1) ask whether there is a point P on the Y axis, so that ⊿apb is an isosceles triangle. ④ There are parameter variables in mathematical problems, and the values of these parameter variables will lead to different results. The application of classified discussion can often simplify complex problems. The process of classification can cultivate the thoroughness and orderliness of students' thinking, and classified discussion can promote students' ability to study problems and explore laws. Different from general mathematics knowledge, the idea of classification can be mastered through several classes of teaching. According to the age characteristics of students, students' understanding level and knowledge characteristics at various learning stages gradually penetrate and spiral, and constantly enrich their own connotations. In teaching, students can form an active application of classification ideas through analogy, observation, analysis, synthesis, abstraction and generalization in the process of mathematics learning from the following aspects. Using open questions to cultivate students' profundity, extensiveness, meticulousness and flexibility of thinking. So as to cultivate their innovative thinking ability. Open exercise is a relatively closed exercise with clear conditions and clear conclusions, which refers to exercises with incomplete conditions or uncertain conclusions. Proper design of some open exercises can cultivate the profundity and flexibility of students' thinking and overcome the rigidity of students' thinking. Cultivating the profundity of students' thinking by using uncertain open questions. Unformed open-ended questions, given conditions contain factors with different answers. In the process of solving problems, we must make use of existing knowledge and combine relevant conditions to comprehensively analyze the problems from different angles, correctly judge and draw conclusions, so as to cultivate students' profound thinking. Cultivate students' broad thinking by using multi-directional open questions. Multi-directional open-ended questions can have multiple thinking directions on the same question, so that students can have vertical and horizontal associations, inspire students to solve more than one question, change more than one question, train students' divergent thinking, and cultivate students' breadth and flexibility of thinking. Cultivating the flexibility of students' thinking by using missing open-ended questions. The deficiency of the open problem seems to be insufficient according to the conditions given by the conventional solution, but if we think from another angle, the open problem can be solved. Because there is no ready-made problem-solving model, you often need to think and explore from many different angles when solving problems, and the answers to some questions are uncertain, which can stimulate students' rich imagination and strong curiosity, improve students' interest in learning and arouse their enthusiasm for active participation. If we persist for a long time, students' innovative thinking ability will be greatly improved. In short, there are many ways to improve thinking ability, and the key is to choose the right method for specific objects. It is an art to cultivate students' thinking ability in teaching, which deserves teachers' in-depth study. Some viewpoints and methods put forward in this paper are for reference only, hoping to learn from them.