1 the positive significance of cultivating students' mathematical thinking ability in junior high school mathematics teaching
1. 1 Improve teaching quality
For junior high school students, mathematics learning is more challenging than other subjects, which requires not only rational thinking and spatial imagination, but also rigorous and serious quality. The process of students thinking about mathematical problems is the process of divergent thinking. Therefore, mathematics teachers can adopt scientific and effective methods to guide students' divergent thinking and give them specific learning skills, so that students can master more knowledge in a limited time, form a good thinking mode, improve the quality of mathematics teaching and lay a solid learning foundation for students [1].
1.2 Improve students' learning ability
Traditional mathematics classroom pays more attention to teachers' lectures and students' listening, depriving students of their initiative and subjective rights. Therefore, to a certain extent, students are in a passive state in classroom teaching activities, which is not conducive to the improvement of mathematics ability.
Under the new educational situation, junior high school mathematics teachers must give full play to their guiding role in classroom teaching, guide students' learning by improving teaching atmosphere, enhancing students' interest in learning and improving classroom teaching mode, so that students can form subjective consciousness, learn to explore the connotation of knowledge independently, cooperatively analyze the process of knowledge formation, encourage them to put forward different viewpoints and creativity, and then cultivate students' ability to think and solve problems from multiple angles, and realize the cultivation and development of students' comprehensive thinking ability in mathematics.
2 Effective ways to cultivate students' mathematical thinking through mathematical teaching activities
2. 1 Create an interesting atmosphere and mobilize thinking ability.
In order to let students actively participate in classroom learning, junior high school math teachers should design teaching plans on the premise of understanding students' interests and hobbies, so as to mobilize students' learning enthusiasm, make them develop their own thinking vitality under the drive of subjective consciousness, keep thinking and exploring, effectively complete learning tasks and acquire math knowledge. In classroom teaching activities, teachers can make use of some interesting math exercises, or combine what students have experienced in their daily lives with the teaching content, so that students can feel the fun of learning and understand the practicality of math knowledge. In addition, teachers should always encourage students and affirm their ideas, which will make students more active in the process of answering questions and strive to learn thinking through communication. For example, when studying the nature of the corner sideline, teachers use multimedia courseware to play the information of Obama's visit to China, draw an umbrella, let students observe the screenshot of the umbrella, and guide students to understand the relationship of the corner sideline, so as to carry out the study of the corner sideline. The teacher shows the relationship between the angle formed by the umbrella and the main pole, and asks the students to explain the principle of musical instrument making according to the knowledge they have learned before. During this period, students will learn about the main content and formation principle of mathematical knowledge with the help of life cases, and further spread their own thinking to master the practical application of knowledge and continuously improve their learning level [2].
2.2 Respect students' individual differences and implement layered teaching method.
In the process of cultivating students' mathematical thinking ability, teachers should fully respect the differences between students, find the mastery level and inspiration methods suitable for students of different levels, make teaching activities face all students, and ensure that every student can make a breakthrough in learning. Based on this, junior high school math teachers can use the hierarchical teaching method to make learning plans for students with different levels, difficulties and goals, so as to help students gain a sense of accomplishment in their studies and constantly surpass and improve themselves. For example, in mathematics classroom teaching, because of the close relationship between mathematical theories, old knowledge will be used to learn new knowledge. Therefore, teachers should take care of students with different levels in the new curriculum study, spend part of their time reviewing old knowledge, and at the same time ask questions to students with poor levels to stimulate their divergent thinking ability. In addition, when designing the assessment content, teachers can design the questions as optional and mandatory, which not only exercises the mathematics learning ability of students with good grades in the class, but also tries to do it for students with poor grades in the class, further stimulating their desire to learn mathematics and promoting students' mathematical thinking ability.
Improve [3].
2.3 Pay attention to the transformation of students' thinking in teaching
For junior high school students, in the process of mathematics learning, if they have active thinking and strong innovation ability, they can greatly improve the efficiency of mathematics learning. When cultivating students' thinking ability, junior high school math teachers should train students to think about math problems from different angles when practicing math exercises, guide students to analyze from point to surface and layer by layer, and adopt diversified methods to solve problems. Otherwise, students will form fixed thinking in doing problems, and there will be some difficulties in the transformation and flexible application of mathematical thinking ability. In the teaching of geometric mathematics problems, students can be trained to solve problems from different angles, such as using different methods such as division, adding auxiliary lines, analogy, clipping translation and so on. The process of teaching different mathematical methods is also the process of developing and cultivating students' mathematical thinking ability [4].
3 Conclusion
To sum up, in junior high school mathematics teaching, teachers should implement the requirements of the new curriculum reform, improve students' mathematical thinking ability in classroom teaching, further promote the enhancement of junior high school students' mathematical ability, and lay a solid foundation for future study. Therefore, when cultivating students' mathematical thinking ability, teachers should create interesting classroom atmosphere, mobilize students' thinking ability, respect students' differences, implement hierarchical teaching, and attach importance to the transformation of thinking in cultivating students' mathematical thinking ability, thus promoting the improvement of junior high school mathematics classroom quality.