In the past, teachers paid attention to students' math scores in math class, but did not give enough guidance to students' math methods in the actual learning process, which made students have a certain ideological prejudice against math problems, increased the difficulty of teachers' teaching, and failed to cultivate students' comprehensive ability in all directions.
Therefore, teachers should combine teaching methods with the trend of the times, formulate corresponding teaching methods according to the specific contents of textbooks, fully strengthen students' mathematical literacy, and then improve students' understanding of mathematical abstract concepts, strengthen students' mathematical consciousness, and ensure the effective implementation of mathematical teaching tasks.
First, the learning characteristics of primary school students
Because primary school students are young and curious about things, they can't concentrate in math class, which leads to the decline of learning efficiency. Therefore, teachers should combine students' learning situation, design rich teaching content, arouse students' enthusiasm, stimulate students' subjective initiative and strengthen students' understanding of basic mathematics knowledge. Teachers should sublimate their own teaching quality, make full use of their professional knowledge to strengthen the education of students' mathematical thoughts, connect with real life content and activate the classroom atmosphere, thus ensuring the effectiveness of mathematics classroom [1].
Second, the introduction of mathematical thinking methods in primary schools
(A) the combination of numbers and shapes
Teachers should change the spoon-feeding teaching method in the traditional teaching mode, give full play to students' subjective initiative, strengthen students' spatial imagination of things, cultivate students' innovative ability, make students fully understand teachers' descriptions of mathematics, and thus stimulate students' enthusiasm for learning. Based on this, teachers can adopt the teaching mode of combining numbers and shapes to help students better master the essentials of basic knowledge and cultivate students' good study habits. When explaining specific content, teachers should transform abstract concepts into concrete images, strengthen students' practical computing ability and improve the infiltration of mathematical ideas in the classroom.
(2) Summary method
Summary method is a common teaching method for teachers. Guide students to review and consolidate the corresponding knowledge through the last class time, and improve students' mathematics literacy. Therefore, mathematics teachers can integrate this method into classroom teaching, strengthen students' ability to use mathematical knowledge, help students to establish corresponding mathematical systems, enable them to correctly answer relevant mathematical questions, and gradually cultivate students' autonomous learning ability. Since the primary school stage is the golden period for students to learn, teachers should strengthen the cultivation of students' comprehensive ability in many ways to realize effective teaching in mathematics classroom and ensure the teaching progress.
(3) transformation method
As an independent individual, students will have different learning effects by listening to the mathematics content explained by the teacher. Teachers should change the traditional teaching atmosphere, create a scientific and effective teaching environment, keep students full of energy in the whole class, and stimulate students' interest in learning. Using transformation teaching method to enhance students' ability to understand abstract concepts, communicate with students at all times, and design rich teaching content according to students' specific learning situation, thus enhancing students' practical application of mathematical knowledge.
Third, the ways to infiltrate mathematical thinking methods in primary school mathematics teaching
(A) refining mathematical ideas in the after-class summary
Primary school mathematics textbooks fully sort out the key knowledge that students have learned, so that students can review the corresponding concepts effectively after each chapter. Therefore, teachers should attach importance to the arrangement of primary school textbooks, flexibly use after-school knowledge to enhance students' mathematical awareness, improve students' learning methods, and gradually strengthen students' flexible use of mathematical problems.
For example, when learning the content of "Movement of Graphics (II)", teachers should gradually guide students' ability to understand mathematical formulas and strengthen students' calculation of mathematical problems through after-class review. First of all, teachers should attract students' attention by stimulating interest, lead students to observe multimedia courseware, and make clear the definition and nature of symmetry. After leading the students to review the corresponding math problems, the teacher should let the students practice, cut out the figures on the attached pages of the textbook, fold them up first, and then draw the symmetry axes of the figures, and let the students observe how many symmetry axes each figure can draw, so as to enhance the students' mathematical thinking in the process of practice. Through after-class summary, guide students to make clear how many symmetry axes there are in rectangle, square, isosceles trapezoid, isosceles triangle, equilateral triangle, line segment and diamond, so as to strengthen students' learning effect and gradually cultivate students' rational thinking mode.
(B) in the classroom teaching to tap the available mathematical ideas
In order to strengthen students' ability to understand mathematical ideas, teachers should keep up with the development of the times, change teaching concepts, abandon traditional teaching concepts, gradually tap available mathematical ideas according to the specific content of textbooks and the actual situation of students' classes, and strengthen students' logical thinking, thus continuously improving students' learning efficiency [2].
For example, when studying the content of possibility, teachers should abandon traditional teaching methods and adopt scientific and effective teaching methods to strengthen the education of students' mathematical thoughts. First, through question guidance, stimulate students' thinking ability. "Is it fair to toss a coin to decide who will kick off first?" Lead students to experience the certainty and uncertainty of events, and ask students to list all possible results with simple random phenomena. Secondly, teachers should create corresponding problem scenarios to guide students to find problems in real life. For example, my brother and younger brother really want to go to the cinema, but my father only has children's tickets and can only give one of them. At this time, students should fully think about what methods to take to ensure fairness, so as to deepen their ability to use possible knowledge concepts, ensure the teaching quality of mathematics classes, and strengthen their mathematical thinking on practical problems.
(3) enliven the atmosphere of mathematical thinking and arouse students' enthusiasm.
Teachers should make clear that mathematical thoughts exist in all aspects of teaching materials and students, guide students to carry out mathematical practice activities, improve students' mathematical thinking logic, strengthen students' learning methods, and stimulate students' learning enthusiasm from all angles. Teachers should combine the specific content of the textbook, give full play to students' subjective consciousness, create a good learning atmosphere of mathematical thoughts, adopt a step-by-step teaching method, reasonably design the teaching process according to the content of the textbook, strengthen students' mathematics education, spread students' innovative thinking and cultivate students' comprehensive ability in an all-round way [3].
For example, when learning percentage (1), teachers should not teach according to the content reflected in textbooks, but should focus on students' mathematical thinking and give play to their innovative ability. First, let students use multimedia technology to observe everyone's different situation, think about how to send players to play football, and strengthen students' thinking logic. Secondly, teachers should allow students to cooperate and communicate among groups on specific issues, strengthen students' language expression ability, activate classroom atmosphere, create a good learning environment and stimulate students' interest in learning mathematics. Teachers should keep abreast of students' math problems and communicate with students at any time. Optimize the relationship between teachers and students, strengthen the cultivation of students' logical thinking, and realize the in-depth teaching function of mathematical thought, so as to improve the teaching quality of primary school mathematics classroom, fully implement the education of mathematical thought, and use rich teaching resources to improve students' awareness of autonomous learning.
Conclusion:
To sum up, in order to strengthen students' mathematics consciousness, teachers should fully understand the contents of mathematics textbooks and use abstract knowledge system to improve students' autonomous learning ability, so as to realize effective teaching in primary schools. Through excavating mathematics thoughts after class and in class, students' cognitive ability to mathematics is constantly strengthened and good study habits are cultivated. Teachers should take students as the main body, sublimate their own teaching quality, and ensure the teaching progress of primary school mathematics classroom with professional knowledge level.