How to cultivate mathematical methods and ideas in mathematics class. Although the arrangement of primary school mathematics is intuitive and simple, it is easy to understand mathematical knowledge. But in these mathematical knowledge, there are many mathematical methods and ideas that are linked with advanced mathematics. The quality of math learning does not depend on how much math knowledge you have learned and how many exercises you have done. I think it is very important to have mathematical methods and ideas. Because the problem is never over, it is infinite. A slight change in one problem will turn into another, and the mathematical method is limited. Really learning a method is more important than doing dozens or hundreds of questions. What our students often lack is mathematical methods and ideas. Actually, there are two kinds of students. One is to encounter a slightly more difficult problem, don't know where to start, sit there and think, and can't figure out a way for a long time, but there is no way to recruit. The other kind of students are inexhaustible methods in his mind. He tried various methods and finally solved the problem. Among these two kinds of children, the first kind of students can't find the successful experience and happiness of learning mathematics; The second kind of students are really top students in mathematics and have development potential. The so-called mathematical method is the strategy and procedure to solve mathematical problems. (that is, the forms, ways and means used to solve specific problems) is the specific behavior (operational skills) of learning mathematical knowledge and using mathematical knowledge to solve practical problems. The so-called mathematical thought is the essential understanding of mathematical knowledge, methods and laws, which is more abstract, more general and more essential than mathematical methods. Therefore, mathematical thought is the soul of mathematics and the theoretical basis of mathematical methods. Mathematical knowledge, mathematical thought and mathematical method are interrelated, interdependent and integrated. Where does the mathematical method come from? I think teachers should cultivate mathematical methods and ideas in their daily teaching. It is much better to teach students to learn methods than to do more problems. What should teachers do? 1. In math class, students should learn math methods while learning math knowledge. Mathematical methods are more important than mathematical knowledge, but mathematical methods and ideas are not empty words, but students can understand this method with the help of mathematical knowledge, and can't talk about knowledge on the basis of knowledge. Mathematical knowledge is the "carrier" of mathematical ideas and methods. Some people think that complex knowledge contains mathematical methods, but it is not. From the beginning of the year, while presenting mathematical knowledge and skills in stages, they all contain longitudinal mathematical ideas and methods. For example, 9+3= 12, 9+ 1+2= 12 (you can add 9 and 1 to get ten). When students master this method of "adding ten", they can move to eight plus a few, seven plus a few, or even hundreds plus a few. For example, when we talk about the formula of circular area, we should not only make students understand why the formula is S=πr2, but also infiltrate the curve into a straight line and turn the unknown into a known idea of classification and transformation. In addition, students can imagine with their eyes closed when the circle is divided into 100, 1000, billion, etc. On average, the assembled graphics are getting closer and closer to the rectangle. When the number of copies is infinite, it is a standard rectangle, which permeates the idea of limit. 2. Refine problem-solving methods through practice. In the practice class, some teachers are too simple to deal with the practice questions: to say the solution is to complete the task. I think this is only half done. Teachers should distract students' thinking, highlight different methods from multiple angles and then classify them. Through this question, students should learn some problem-solving methods. Therefore, when dealing with exercises, teachers are advised to think about what methods students can learn through this knowledge when preparing lessons. 3. Teach students to ask questions. I believe that every teacher has a questioning session in class, but the quality of questioning is different. Let students dare to ask questions, but also be good at asking questions, and ask questions in depth and wonderfully. Teachers can ask some leading questions, such as: "How did you come up with this question?" On the one hand, it helps the questioner to sort out his own thoughts, thus consciously rising to the rational level. Consciously grasp your own thinking, on the other hand, let other students learn from it. 4. Pay attention to the guidance of methods. Taking oral arithmetic as an example, students began to complain about poor oral arithmetic and little practice. Later, I learned that insufficient practice is one thing, but it is not the main reason. The main reason is that the method is not simple. After several oral calculations, the students' methods are flexible, the correct rate is improved and the speed is faster. Another example is the test: students do not develop conscious habits in the test, and there are mistakes that cannot be found out. Later, it was found that the main problem was the single method. I summed up several test methods for students, so that the theory can understand which questions are suitable for testing with which methods and means. In a word, the method guidance should be infiltrated in the teaching process, so that students can really benefit. Teach students to solve new problems with practical knowledge, and students will learn some new knowledge by themselves. Learn to question questions, students will independently clear the obstacles on the way to study, learn a variety of inspection methods, and students will see and verify their findings. Bright primary school South Campus Liu Dazhan /gmxx_/bbs/viewtopic.php? P= 18 106 1。 Guess: Teacher: Please take a bold guess. What number is divisible by 5? Health 1: Numbers greater than 5, 10, 15 ... can be divisible by 5. Health 2: Any number with 5 digits can be divisible by 5. Health 3: Numbers with zero position can also be divisible by 5. Health 4: Any number with 0 or 5 digits can be divisible by 5. Teacher: Everyone can guess, but is the result right? We still have to check. 2. Verification: (1) Teamwork: Verify whether your guess is correct; Verify that other students' guesses are correct. (2) Exchange feedback: exchange the results of verification. (3) Summary: Any number in units of 0 or 5 can be divisible by 5. In the teaching of the above fragments, teachers focus on the development of students' thinking, let students sum up their conclusions through guessing and verification, and let students fully experience the process of inquiry and knowledge formation. The cultivation of students' mathematical thinking methods permeates the whole process of inquiry knowledge occurrence and formation. The ideas and methods of mathematics are implicit, which permeate the process of students' exploring knowledge, solving problems and acquiring knowledge. In the process of observing, exploring, analyzing, verifying and summarizing mathematical activities, students should recognize the ideas and methods behind knowledge. Teachers should effectively guide students to experience the process of knowledge formation. After this process, students can master the knowledge full of life and use it flexibly, and their mathematical literacy can be developed and improved.