Over the years, there is still a time-consuming and inefficient phenomenon in the training of mathematical thinking in primary schools in China, which shows that teachers explain many examples and students solve many sets of problems, and they are helpless to complex problems, let alone creatively solve practical problems. The essence is that thinking training is not in place, which is reflected from the perspective of thinking method training. In the past, teachers paid too much attention to the results of thinking, emphasized indoctrination, ignored the display of students' thinking process, and exposed the wrong thinking process, which inevitably led to a passive situation in which thinking training went through the motions, teachers spoke clearly and students were at a loss to solve problems. Only by allowing students to go through the thinking process and acquire thinking methods can they truly be transformed into experience and knowledge and form their abilities. Moreover, the traditional thinking method is mainly deduction, and there is often only one answer to a math problem. Therefore, in order to improve students' mathematics quality, inspire their intelligence and cultivate their creativity, students must master scientific thinking methods.

Mathematics teaching is mainly the teaching of mathematical thinking, not the teaching of simple mathematical knowledge. At the same time, we should strengthen the teaching of basic mathematics knowledge, cultivate students' mathematical ability and master mathematical thinking methods. Therefore, a major breakthrough in primary school mathematics teaching lies in the research on the development of primary school students' thinking. This teaching principle has changed our teaching methods of "full-hall irrigation" and "injection" and paid attention to the training of students' thinking. Give students the opportunity to "think", guide students' thinking methods and form good thinking quality.

Research on thinking methods;

We follow the general law of the occurrence and development of thinking, study the characteristics of students' thinking ability and the process of continuous optimization of thinking quality in the learning process, and explore the methods of studying thinking in combination with the characteristics of classroom teaching.

1, expression It means that students express their thinking process in oral and written language, explain the thinking process clearly, write down the thinking steps clearly and externalize their inner thinking. And promote the thinking process to be organized, concrete and clear.

2. Chart method. It is to guide students to show their thinking process in the form of charts, such as line drawing, analysis drawing and format analysis of work questions. This method requires students' thinking level and is suitable for senior students.

3. Operation method. It is the process of guiding students to show their thinking through learning tools, audio-visual media and other forms, guiding external operation with internal thinking, and transforming internal thinking into external action. (Suitable for the teaching of lower grades and geometry knowledge)

4. Infiltration. It is to infiltrate thinking methods and thinking strategies into the teaching process. Based on the classroom, with typical knowledge content as the medium, students can understand and master the corresponding thinking process in the process of understanding knowledge, and cultivate students' thinking quality in a "smooth and silent" way.

5. Special training methods. That is, according to the actual situation of students' learning, teachers select relevant content and carry out special training, such as problem group training of various application problems, which requires students to understand and master the analytical thinking process or comprehensive thinking process according to specific questions.

6. Mutual learning method. It is the thinking process of guiding students to communicate with each other to solve problems and the selection process of thinking methods and thinking strategies when solving problems, so as to achieve the purpose of learning from each other and improving. Because students' thinking ability, knowledge structure and language expression are quite similar, mutual learning can play a more exemplary role.

Mathematics itself is the process of thinking, and the core of mathematical ability is thinking. How to strengthen students' thinking training remains to be further studied by all our educators.