Before learning new knowledge, teachers can guide students to review existing old knowledge, search for storage experience, reflect on similar contents, similar situations and similar methods they have learned before, and expand rational speculation on new knowledge by means of migration. In the teaching of knowing cuboids, at the beginning of the class, I guide students to recall the characteristics of plane figures and rectangles they have learned, and students can search and reflect on themselves. When I know what the students want to know about cuboids in this class, some students answer that they want to know the characteristics of cuboids, and some students say they want to know the surface area and volume of cuboids ... This will not only make students reflect on old knowledge, but also cause them to make reasonable guesses about new knowledge.

Second, guide the reflection on what you have learned.

Guiding students to reflect during or at the end of inquiry can promote the formation of students' problem consciousness and improve their cognitive ability. In the process of mathematics teaching, teachers should guide students to reflect and review the new knowledge they have learned in time. In the teaching of "Understanding Cuboid", the author guides students to review the characteristics of cuboid surface after students explore the characteristics of cuboid surface in groups. Finally, teachers should guide students to sum up themselves and reflect on the learning results of a lesson. In this process, teachers should not do everything for them. Students can ask themselves: I know what the focus of this class is. What good knowledge points have I learned in this class? What knowledge points are not well mastered? Any questions and so on. Teachers should help students solve the problems raised in reflection. If students still don't understand, we should guide them to adopt corresponding strategies: reading books, asking teachers, asking classmates and so on. If the questions raised by students are beyond the current scope of study, students should be encouraged to consult extracurricular materials and related books and try to understand them. Teachers should also guide students to link what they have learned in this class with what they have learned before to form a reasonable knowledge structure.

Third, a typical example of guiding reflection

The teaching of typical examples in mathematics teaching is the main way for students to master new knowledge and build a mathematical knowledge system. Teachers guide students to analyze and think about the problem-solving process of typical examples, which is an effective way to learn to solve problems. As the saying goes, "Give it to fish and raise it to life." It is better to "teach people to fish" than to "teach people to fish" It is better to simply teach students how to learn knowledge. With this method, they can master more knowledge.

Fourth, guide reflection and calculation.

When teaching calculation, I let students learn to practice by themselves first, which will fully show the students' thinking process and expose many mistakes in calculation. Then the teacher will guide the students to reflect on the calculation process and analyze the reasons for the mistakes, so that the understanding of calculation is more hierarchical and warning, and the students can master it more deeply. Teachers, as instructors and collaborators, inspire and guide students to reflect on arithmetic at key points, so that students can think independently, cooperate and communicate, fully display their knowledge potential and cooperation ability, understand arithmetic independently and obtain calculation methods. This can also improve students' expressive ability and learning enthusiasm, and also improve students' reflective ability.

Fifth, guide the process of reflection and problem solving.

Problem-solving teaching process is an important way to cultivate students' mathematical reflection ability. In the process of solving problems, teachers first guide students to reflect on the process of examining questions, and make clear the known number of questions and problems; Second, what is the purpose of guiding students to reflect on exercises? Third, reflect on the ideas and methods to solve the problem, and get the methods and experiences to solve the problem. Reflecting on problem-solving thinking, students can learn from both positive and negative aspects, optimize and criticize problem-solving thinking, and improve their ability to analyze and solve problems. Fourth, reflect on the process of solving problems and guide students to figure out what each process solves. Finally, reflect on the results, and guide students to reflect on the results through inspection, hypothesis, comparison and exclusion.