Because education attaches importance to cultivating all-round talents, this paper will briefly elaborate some relevant teaching strategies to provide simple reference for educators.
First, skillfully use analytical methods.
Mathematical problems usually have known conditions and related formula theorems to calculate the final result. Starting from the problem to be solved, correctly select two necessary conditions and deduce them in turn until the problem is solved. This is the forward analysis method. Teachers should consider that reverse analysis can cultivate students' reverse thinking ability, that is, first the answer has been established, and then think about what conditions can be met to get the final result. For example, there are 50 small squares on the ground in a row and start counting. From the beginning, if the number is odd, delete the small square. After counting, count the remaining squares again. From the beginning, repeat the above content and remove the small squares until the number is amazing. There will be a small square left at the end. So what is the number of small squares left in the first counting process? Then use the reverse analysis method to analyze: if you wait until the number is over, your thinking is disrupted and it is difficult to remember the relevant figures, then you can consider it. Count to one for the last time, the second to last is two, and the third is four. Conversely, you can simply calculate that the result is 64. Therefore, teachers should do more reverse thinking problems in this way to cultivate students' reverse thinking ability.
Second, change the order into reverse order.
In primary school math problems, the problems are usually described in order. Teachers can think in reverse order, whether they can improve students' reverse thinking ability, and then have a deeper understanding of knowledge points and master new problem-solving methods. For example, let students understand this mathematical law from "the movement of decimal point can change the size of number". Take 1.000 as an example. "If the decimal point moves to the right and moves one, two or three digits, namely 10, 100 and 1000, the teacher will reverse the order. Move a few times? " Through this kind of positive narration and flashback, it is a good way to cultivate students' reverse thinking ability to make students have a habitual reverse thinking about problems.
In a word, there are many ways to solve problems by reverse thinking. Teachers should consider whether it is in line with the application of reverse thinking in combination with mathematical problems. Teachers should use reverse thinking as much as possible, attach importance to the cultivation of students' reverse thinking ability and cultivate students with all-round development.