To cultivate students' mathematical thinking ability, we should teach students the methods of thinking, let them have their own thinking and learn to analyze problems by themselves. Combining with practice, the author briefly introduces three methods, that is, to stimulate students' interest in mathematical thinking, to teach students thinking methods and to cultivate correct thinking habits, to cultivate and develop students' mathematical thinking ability throughout the whole teaching process, and to lay a solid foundation for students' future study.
First, stimulate students' interest in mathematical thinking and mobilize their inner thinking ability.
Students' interest in learning, spark of thinking and thirst for knowledge are stimulated by digital puzzles, clever calculation problems, new definition problems and special geometric application problems, so that they can consciously join the exploration of solving problems and exercise their thinking ability in the process of solving problems. We should always guide students to explain their familiar practical problems with the mathematical knowledge and methods they have learned, and apply mathematical thinking methods to real life.
The ancients said, "Learning begins with thinking, and thinking originates from doubt." When students have doubts, they will think further and find something. Therefore, we should encourage students to form the habit of asking questions, dare to express their different opinions, guide students to ask questions actively, learn to question and reflect, and promote the broad development of students' thinking. When explaining the topic, students should be given the opportunity to ask questions and difficult questions, so that students can put forward their own ideas in time and give them affirmation. You can also throw this question to other students to answer. Students can ask questions and answer each other, which will stimulate their desire to explore actively and their interest in autonomous learning, thus developing students' thinking ability.
Second, teach students the way to think
"The nine-story platform begins with soil accumulation." To improve thinking ability, of course, the premise is to have a solid double foundation. Mathematical concepts and theorems are the basis of reasoning and argumentation, and accurate understanding of concepts and theorems is a necessary condition for learning mathematics well. Therefore, in the teaching process, our teachers should attach importance to the teaching of basic knowledge and have a sense of responsibility. Don't scribble down simple basic knowledge in order to cope with the exam, just focus on the content of the exam. Primary school is the stage for students to lay the foundation for mathematics learning. It is necessary to help students learn basic knowledge, guide their thinking in the teaching process, and improve their cognitive ability of observation and analysis, from the outside to the inside, from this to that.
"It is better to teach people to fish than to teach people to fish." When explaining examples, we should take the discovery process of problem-solving ideas as an important teaching link, so that students can know how to think, how to think, why to solve problems like this, and analyze the activity process of thinking. In mathematics practice, we should teach students to carefully examine the questions, let them learn to dig out the hidden conditions and error-prone points in the questions, teach them to synthesize the conditions in the questions by comprehensive analysis, analyze and think as a whole, use mathematical symbols and mathematical language to describe them as much as possible in the teaching process, and help students develop good habits in details. At the same time, strengthen the training of analysis, synthesis and analogy to improve students' logical thinking ability; Strengthen the training of reverse application formula and reverse thinking to improve the ability of reverse thinking; Improve divergent thinking ability through training with multiple solutions to one question; Through the analysis of right and wrong issues, improve the ability to identify thinking.
Third, establish a wrong book and cultivate correct thinking habits.
Every class, what I say is related to the students' mistakes. By summarizing the mistakes in students' test papers and after-class exercises, I choose typical problems as classroom examples to explain them, help students analyze the causes of mistakes, let students who make mistakes in this question talk about their own ideas, point out their mistakes in the thinking process, and guide them to think in the right direction. At the same time, let the students record the wrong questions in the notebook and analyze the reasons for the mistakes, summarize and reflect in time, and develop good thinking habits.
Of course, setting the wrong question book is only the first step. The most important thing is to teach students to summarize the stop loss in time. When there are many wrong questions of the same type in the wrong question book, we should reflect on them in time to avoid making the same mistake again when we encounter the same type of questions next time and prevent a mistake from becoming habitual thinking.
The purpose of primary school mathematics teaching is not only to impart knowledge, but more importantly, to teach students learning methods and cultivate their mathematical thinking ability and literacy. As teachers, we need to guide students to think independently, develop their thinking, subtly teach some thinking methods, and gradually let them form their own thinking system, which is also the need to comprehensively improve students' quality.