1. Infiltrate the essence of mathematical thinking methods.

The so-called mathematical thinking refers to the spatial form and quantitative relationship of the real world reflected in people's consciousness, which is the result of thinking activities. It is an essential understanding of mathematical facts and theories.

The so-called mathematical method refers to the methods, ways and means used to solve specific mathematical problems, and can also be said to be the strategies and means to solve mathematical problems.

Mathematical thought is the soul and theoretical basis of mathematical method, and it is the manifestation and means to realize mathematical thought. Because primary school mathematics is the most basic mathematical knowledge, the content is relatively simple, it is difficult to completely separate the ideas and methods contained in it, and the essence is often the same. Therefore, in primary school mathematics teaching, we can regard mathematical thoughts and methods as a whole, which is called mathematical thoughts and methods.

The purpose of learning mathematics is to solve problems. The key to solving problems lies in finding suitable solutions, and mathematical thinking method is the guiding ideology to help build solutions. It will play a long-term role in students' future study, life and work and benefit them for life. Therefore, infiltrating some basic mathematical thinking methods into students in teaching is a new perspective of mathematics teaching reform, an important way to train students to analyze and solve problems and an important way to promote the development of students' mathematical thinking ability.

2. Infiltrate mathematical thinking methods in time.

In order to better infiltrate mathematical thinking methods in primary school mathematics teaching, teachers should not only study teaching materials, but also pay attention to the means and methods of ideological infiltration.

In practice teaching, I combine the contents of teaching materials to infiltrate mathematical thinking methods into students in time:

(1) permeates the knowledge class of Protestantism.

For example, in the class of triangle classification, students are first provided with learning tools for triangles, and then they are asked to try to classify triangles. Students start with the characteristics of triangles' angles and sides, look at, compare, measure, divide, find features, abstract triangles with the same features, and classify the * * * features of abstract figures. In this way, students have experienced the process of triangle classification and infiltrated the mathematical thought of classification and set.

(2) Infiltration in the process of knowledge formation.

For example, the formation process of concepts and the derivation process of conclusions are excellent opportunities to infiltrate mathematical ideas and methods into students. For example, in the teaching of "area and area unit", when students can't directly compare the sizes of two graphs, they introduce "small squares" and expand them one by one on the two graphs compared. This not only compares the sizes of the two graphs, but also "quantifies" the areas of the two graphs. Turn the problem of shape into a problem of number.

In this process, students personally experience the role of "small squares". Then through the teaching process that the size of the "small square" must be unified, let the students deeply realize that there must be a standard for the quantification of any quantity, and the standard should be unified. Nature has infiltrated the idea of "unit".

(3) Infiltration in the process of solving problems.

For example, in the teaching of "chicken and rabbit in the same cage", students can gradually understand the mystery of the strategy of "hypothesis" by using charts and courseware in the process of solving problems. For example, after teaching the unit "Trapezoidal area", I helped students to recall the derivation methods of parallelogram area and triangle area formulas in time, so that students could clearly realize that "transformation" is an effective method to solve problems.

3. Refine and apply mathematical thinking methods.

Infiltrating the teaching of mathematical thinking method is not only to guide students to use mathematical knowledge effectively and explore the direction and entrance to solve problems, but also has special and irreplaceable significance to cultivate people's thinking quality.

In teaching, through the extensive application of mathematical thinking methods, students attach importance to the study of mathematical thinking methods subjectively, and then enhance their consciousness of consciously refining mathematical thinking methods.

Teachers should also consider the design of exercises from the perspective of mathematical thinking methods, and arrange exercises as much as possible so that students at all learning levels can answer in plain language. There are not only specific methods or steps, but also thinking or grasping from the solution of a class of problems, forming a problem-solving method, and then deepening into mathematical thinking.

For example, after teaching the calculation of polygon area, solving several practical problems by moving and cutting can not only make students understand the transformed mathematical thinking method, but also be of great benefit to improving students' interest in learning. Let students master in operation, understand after mastering, and let mathematical thinking methods be generated together in the process of knowledge and ability formation.

Paying attention to the infiltration of students' mathematical thinking methods is not only conducive to improving classroom teaching efficiency, but also conducive to improving students' mathematical cultural literacy and thinking ability. Therefore, in the process of teaching, we must organically combine the contents of mathematical knowledge, and achieve persistent, step-by-step and repeated training, so as to truly and effectively infiltrate students' mathematical thinking methods.