How to cultivate students' thinking ability in primary school mathematics teaching

How to cultivate students' thinking ability in primary school mathematics teaching? The process of primary school mathematics teaching is the process of students' active cognition under the guidance of teachers. Mathematics teaching is essentially the teaching of cultivating students' thinking activities. Here, Park Shin-bian Xiao will bring you the skills of mathematical thinking training.

Guide students' thinking step by step.

Mathematical thinking ability has a potential impact on students' learning. To cultivate students' thinking ability, the topic path is the foundation, the learning path is the main body, and the teaching path is the leading one. The three must be integrated and reach the best state in order to receive the ideal effect. In order to achieve the above goals, teachers must grasp the key to the problem when imparting knowledge in class, inspire students to think actively, acquire knowledge actively and improve their thinking ability.

In teaching, teachers should combine the teaching content, create some vivid teaching situations as much as possible, and combine the things that students are interested in and familiar with to vividly show the mathematics in life in class, so that the mathematics in students' eyes is no longer simple mathematics, but related and dynamic knowledge. Teachers' concise, clear and logical guidance tips will guide students' thinking to be in the best state gradually.

Cultivate students' profundity, agility and flexibility in thinking.

To cultivate the profundity of students' mathematical thinking in teaching is actually to cultivate students' mathematical ability. In mathematics teaching, students should be educated to look at the essence through phenomena, think about problems comprehensively, and form the habit of asking questions. The agility of mathematical thinking is mainly reflected in the speed problem under the correct premise. The speed of operation is not only the difference in understanding mathematical knowledge, but also the difference in operation habits and thinking generalization ability.

In mathematics teaching, students should always be asked about speed, so that they can master the essentials of quick calculation. In order to cultivate students' thinking flexibility, we should strengthen the variability of mathematics teaching, provide students with a wide range of thinking association space, enable students to consider problems from various angles, quickly establish their own ideas, and truly "draw inferences from others."

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Mathematical thinking method 1

Problems arise in the process of solving problems, thus generating mathematical concepts.

The teaching process is a continuous activity of asking questions and solving problems, so teachers can ask some questions with appropriate difficulty, guide students to think actively and explore independently, find and ask questions in analysis and reasoning, and teachers can introduce mathematical concepts in time.

In this way, students not only clarify the significance of concept introduction, but also strengthen the important position of mathematical concepts in the process of solving problems. In this process, we can give full play to students' subjective initiative, guide students to think positively, make bold guesses and describe accurately, which will help students to deeply understand the essence of concepts, lay a good foundation for the expansion and flexible application of concepts, and cultivate students' profound thinking.

Closely follow the essence of concepts, promote the series and integration of concepts, and form a three-dimensional network of concepts.

Through the extensive and close contact between old and new knowledge, the abstract thinking mode of mathematics is revealed, the capacity of knowledge is expanded, the concept is further consolidated and deepened, and the flexible application ability of knowledge is increased, which is conducive to the formation of structured and systematic concepts of mathematics. The related concepts are combined to form a knowledge network system, and the concepts acquired by students are accumulated layer by layer. Teachers should be good at guiding them to connect relevant knowledge vertically and horizontally, so that students can outline a three-dimensional concept network from a certain concept point and form an overall understanding. For example, in the teaching of junior middle school function, the concept of function is gradually formed through the understanding of the changing relationship of quantity in life, and then the linear function, inverse proportional function and quadratic function are merged together. After fully grasping the essential characteristics of each function, the differences and connections between them are analyzed and summarized to deepen the understanding of the concept of function.

Some concepts in mathematics are interrelated, influenced and interdependent. We should be good at guiding students to contact related concepts in time, fully revealing their inherent laws, so that students can have a comprehensive and systematic understanding of the concepts they have learned, help students analyze mathematical problems when solving problems, and accurately locate the mathematical concepts to be used.

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Mathematical thinking method II

Open questions and explore in many ways.

In teaching. Teachers should pay great attention to stimulating students' strong interest in learning and thirst for knowledge, so that they can engage in learning and thinking with high emotions. There is a question: 1, 3, 5, 6, 9, which number is different? After I asked the students, one student stood up and said, "Six is different, because only six of these five numbers are not odd. If you change 6 into 7, it will be regular. " I was satisfied with the student's answer, so I added, "That's a good answer. Change 6 to 7. This string of numbers becomes a continuous odd number. Each one is 2 more than the previous one. This is arithmetic progression who you will come to middle school to learn in the future. " At this time, the classroom became active, and some students stood up and said, "Teacher, in this string of numbers, 3, 5, 6 and 9 are all greater than the minimum prime number 2;

But 1 is less than 2, so 1 is different. Another student said, "I found that 3 is different, because 3 is the average of its two neighboring numbers." Other numbers do not have this rule. " "1 is different, because l is odd, which is the smallest odd number." "6 is different from other numbers, because of these five numbers, only 6 is a multiple of 2." "In these five figures. Only 6 can be written as the product sum of three consecutive integers, which also shows that 6 is different from the rest. "

Create a problem situation

Creating problem situations can effectively stimulate students' interest in learning and strong desire to think. Thinking ability is produced on the basis of students' active learning, and active thinking comes from students' interest in learning. Psychological research shows that students' thinking always starts from problems and develops in solving them.

The process of students' learning itself is a process of constantly creating problem situations, triggering students' cognitive conflicts, stimulating students' thirst for knowledge, and promoting and developing students' thinking in problem thinking and exploration. Teachers should carefully design each class to make it vivid, deliberately create moving situations, set attractive suspense, stimulate students' thinking sparks and desire for knowledge, and often guide students to explain their familiar practical problems with the mathematical knowledge and methods they have learned.

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Mathematical thinking method 3

Use students' curiosity to stimulate their interest in learning.

As the saying goes, interest is the best teacher. In the process of primary school mathematics teaching activities, we can make full use of students' curiosity and cultivate their interest in learning mathematics. Curiosity refers to people's psychological and behavioral tendency to explore new things, and it is the internal driving force to realize the process of creative thinking. At the same time, when curiosity turns into curiosity, it will produce rich imaginative thinking, which will help students improve their mathematical ability. For example, when explaining the inner angle of a triangle and this knowledge point.

We can ask students to prepare a triangle in advance and let them measure the degree of each inner angle and record it. Then we can invite a student to quote the degree of any two internal angles of the triangle he has measured at will, and the teacher can answer another degree accurately. At the beginning, students are bound to have doubts and strong curiosity. "How on earth did the teacher know the degree of another angle in such a short time?" Only in this way can we effectively attract students' attention and help them cultivate mathematical thinking and good study habits.

Examples are cited to form mathematical representations, and essential features are summarized to produce mathematical concepts.

The quantity, quality and given time of specific cases directly affect students to form clear representations, which is the key for students to establish correct concepts. Therefore, first of all, we should choose standard examples to provide students, so as to present the essential attributes of concepts to students correctly, directly, clearly and vividly, and form a clear representation as the basis for students to form concepts. Secondly, case analysis is a logical treatment of cases, which makes the concept concrete through comparison, analogy, induction and abstraction of the same essence of things. When students have a preliminary correct understanding of the concept and a deeper understanding of the essential characteristics, in order to make the connotation and extension of the concept clearer, some positive and negative examples can be appropriately selected for analysis, thus highlighting the essential attributes of the concept.

Through activities such as variant observation, it is beneficial to cultivate students' habit of looking at problems comprehensively. However, variant examples should not be given too much or too early, which requires teachers to carefully consider and avoid randomness. You can't pretend to be the master and interfere with the formation of a clear representation.