Motivation is "the psychological reflection of human needs" and the intrinsic motivation of human behavior. Therefore, stimulating students' thinking motivation is the key factor to cultivate students' thinking ability.

How can teachers stimulate students' thinking motivation? This requires teachers to give full play to their leading role in teaching. Teachers should consciously explore the knowledge factors in textbooks according to students' psychological characteristics, so as to make them clear the value of knowledge from the needs of students' own lives, thus generating the motivation for thinking.

For example, when using the "one-in-one-out" method and "one-out-one-out" method to find the quotient according to the actual situation in teaching, the question should be asked first: Xiao Qiang's mother needs to put 2.5 kilograms of sesame oil in some glass bottles, each bottle can hold 0.4 kilograms at most. How many bottles do she need? Then let the students read the questions and analyze the thinking of solving the problems. When students ask how many bottles need to be prepared, that is, how many 0.4 kilograms are in 2.5 kilograms, I will let the students guess how many bottles are needed first, and then let the students calculate the results by themselves. The result is 6.25. I asked the students: "Can you prepare 6 bottles according to the method of' four families don't enter'?" The student replied, "No."

I asked again, "Why?" Students all know that they need to prepare another bottle to hold the remaining 0. 1 kg oil, so they need to prepare 7 bottles. Finally, let the students test their guesses. The teacher told them that this method of approximating according to the actual situation is called "one method". Then the "tail removal method" is also taught in this way. Because these examples are all problems encountered in life, students can easily understand and master them. This has also triggered students' thinking motivation to explore new knowledge.

In this way, design teaching not only permeates the mathematical idea that knowledge comes from life, but also makes students realize that the purpose of learning knowledge is to solve practical problems in life and production. Students' learning motivation is stimulated, and they will naturally devote themselves to the later teaching activities.

Second, clarify the context of students' thinking

Cognitive psychologists point out: "The development of students' thinking ability lies in the development of knowledge. "In teaching, for each problem, we should consider both its original knowledge base and its subordinate knowledge content. Only in this way can we better stimulate students' thinking and gradually form the context of knowledge.

1. Guide students to grasp the starting point of thinking

The context of mathematical knowledge is connected and closely linked, and always constitutes the knowledge system of each unit according to the natural law of occurrence-development-extension. The same is true of students' thinking process of acquiring knowledge, either starting from existing experience or introducing old knowledge, which is the beginning of thinking. Starting from the starting point of students' thinking, we should grasp all levels of thinking development and gradually deepen it until the end.

2. Guide students to grasp the turning point of thinking.

Students' thinking sometimes gets stuck, which is the obstacle point of thinking. At this time, teaching should be guided and instructed in time to promote students' thinking change, and take this as an opportunity to promote students' thinking development. Grasping the turning point is conducive to overcoming students' thinking obstacles and cultivating divergent thinking.

Thirdly, cultivate students' critical thinking ability in mathematics teaching.

There is no innovation without criticism. Therefore, critical thinking is also an important aspect of thinking quality. Designing some trap thinking problems can cultivate students' critical thinking ability. For example, in teaching, we often see the phenomenon that only about 60% students have basically mastered a problem after positive learning, and some students have made mistakes in the problem because they used the wrong concepts, rules, formulas and theorems. Therefore, it is necessary to strengthen the cultivation of students' critical thinking ability from the opposite side. In teaching practice, when I finished a certain mathematics knowledge, I deliberately set a trap for the students, creating the following situations: First, make the students want to say but can't say it; The second is to induce students to "be fooled" and "be fooled". After analysis and criticism, I suddenly realized. This correct understanding of things can not be achieved by positive training.

Fourth, teachers should design exercises to cultivate students' thinking ability.

1. Cultivate students' thinking ability and learn calculation methods, and master problem-solving methods is the same. Therefore, designing exercises well has become an important part of improving students' thinking ability. In general, arranging a certain number of exercises in textbooks is helpful to develop students' thinking ability. But not all of them can meet the needs of teaching, and because of the different situations in the classroom, the exercises in the textbook are difficult to fully meet the needs of various situations. Therefore, it is often necessary to make some adjustments or supplements according to the specific situation in teaching.

2. Design exercises should be targeted and designed according to the training objectives.

For example, in order to know whether students are clear about mathematical concepts and cultivate their ability to judge concepts, we can give some exercises to judge right or wrong or choose the right answer. Give a concrete example: "All prime numbers are odd numbers. (

To make a correct judgment, students should analyze whether there are prime numbers in even numbers. To understand this, it is necessary to find out what is an even number and what is a prime number, and then apply the definitions of these two concepts to analyze whether there is a number in the number divisible by 2, and its divisor is only 1 and itself. I think 2 is an even number and a prime number, so I can conclude that the above judgment is wrong.

3. Design a changeable question to cultivate students' thinking ability. The structure of primary school mathematics knowledge is from shallow to deep, from easy to difficult, from simple to complex. If teachers properly use "one question is changeable" according to the internal relationship of knowledge in the teaching process, students' understanding can be prevented from being limited to the examples they have learned, and the original way can be avoided from being bound by problem-solving thinking, thus enhancing students' adaptability in solving problems.

Cultivating students' thinking ability, like learning calculation methods and mastering problem-solving methods, must also be practiced. Moreover, thinking is closely related to the process of solving problems. The most effective way to cultivate thinking ability is through problem-solving practice. Therefore, designing exercises well has become an important part of improving students' thinking ability. In general, arranging a certain number of exercises in textbooks is helpful to develop students' thinking ability. But not all of them can meet the needs of teaching, and because of the different situations in the classroom, the exercises in the textbook are difficult to fully meet the needs of various situations. Through practice, students' thinking ability is further improved.