The so-called mathematical thought is people's understanding of the essence of mathematical knowledge and the correct understanding of mathematical laws, which directly dominates the practical activities of mathematics. The so-called mathematical method is the fundamental procedure to solve mathematical problems and the concrete embodiment of mathematical thought. Mathematical thought is the soul of mathematical method, and mathematical method is the expression and means to realize mathematical thought, which is usually called mathematical thinking method. \x0d Keywords: A Preliminary Study of Mathematics Teaching Methods \ X0d Curriculum Standard divides the mathematical thinking methods needed to penetrate junior middle school mathematics teaching into three levels, namely, understanding, knowing and being able to apply, among which the methods needed for understanding include classification, analogy and reduction to absurdity. The methods that require "understanding" or "being able to apply" include undetermined coefficient method, elimination method, reduction method, collocation method, substitution method and image method. In the whole teaching process, teachers should not only make students understand the application of these mathematical thinking methods, but also stimulate their curiosity and thirst for knowledge in learning mathematical thinking methods, and urge them to think independently, constantly pursue new knowledge, discover, propose, analyze and creatively solve problems. We should carefully grasp the different requirements of "understanding", "knowing" and "being able to apply", and be careful not to raise the level of "understanding" to the level of "knowing" and "being able to apply" at will, otherwise students will feel that their mathematical thoughts and methods are abstract and unfathomable when they first come into contact, which will dampen their confidence. There is no exact definition at present. In fact, in junior high school mathematics, many mathematical ideas and methods are consistent, and it is difficult to separate them. The two complement each other and contain each other, but the method is concrete and is a technical means to realize related ideas, while ideas belong to mathematical concepts and ways of thinking and are abstract. Therefore, in junior high school mathematics teaching, students should strengthen the understanding and application of mathematical methods to achieve an understanding of mathematical ideas. It is an effective way to integrate mathematical ideas and methods. For example, transforming ideas can be said to be the mathematics learning that runs through the whole junior high school stage, which is manifested as the transformation from the unknown to the known, from the general to the special, and from the local to the whole. Many mathematical methods are introduced into the textbook, such as substitution method, elimination method, induction method, mirror image method, undetermined coefficient method, collocation method and so on. In teaching, students should gradually understand the methods involved by learning specific mathematical methods. At the same time, the guidance of mathematical thought deepens the application of mathematical methods. The classified query of periodical articles is handled in the periodical database, so that "method" and "thought" can be combined with each other, and innovative thinking and spirit can be put into teaching, so that teaching can be fruitful. \x0d 1。 Infiltrate "method" and understand "idea". Because junior high school students' mathematical knowledge is relatively poor and their abstract thinking ability is weak, as an independent course, mathematical thinking method still lacks the proper foundation, so we can only use mathematical knowledge as the carrier to infiltrate the teaching of mathematical thinking method into the teaching of mathematical knowledge. Teachers should seize the opportunity of infiltration, pay attention to the process of putting forward mathematical concepts, formulas, theorems and laws, the formation and development of knowledge, and the exploration process of solving problems and laws, so that students can start thinking in these processes. So as to cultivate their scientific spirit and innovative consciousness, form and acquire new knowledge, and acquire the ability to solve problems by using new knowledge. If we ignore or compress these processes and blindly instill the conclusion of knowledge, we will inevitably lose the opportunity to infiltrate mathematical thinking methods again and again. For example, the chapter on rational numbers in the first volume of junior high school algebra textbook is missing a section-"Comparison of rational numbers" compared with the original textbook. However, its requirements run through the whole chapter. After teaching the number axis, it leads to "there are two numbers on the number axis, and the number on the right is always greater than the number on the left" and "all positive numbers are greater than 0, all negative numbers are less than 0, and positive numbers are greater than all negative numbers". The whole process of solving the ratio of two negative numbers after absolute value teaching. Teachers should grasp the principle of gradual progress in teaching, even if the knowledge in this chapter is the key and difficult point. The idea of combining form and number permeates students, which is easy for students to accept. \x0d In the process of infiltrating mathematical thinking methods, teachers should carefully design and organically combine them, consciously and imperceptibly inspire students to understand all kinds of mathematical thinking methods contained in mathematical knowledge, and avoid the wrong practices such as copying mechanically, generalizing the whole and being divorced from reality. For example, when teaching quadratic inequality solutions, we should combine quadratic function images to understand and remember. It is concluded that the solution set is "between two roots" and "outside two roots", and the transition between old and new knowledge can be successfully completed by combining shape and number. \x0d Second, train "methods" and understand "ideas". The content of mathematical thought is quite rich, and the methods are difficult and easy, so it needs to be infiltrated into professors at different levels. This requires teachers to be fully familiar with junior high school textbooks. Try to dig out all kinds of factors that are conducive to the infiltration of mathematical thinking methods in teaching materials, and make a detailed analysis of these mathematical knowledge from the perspective of mathematical thinking methods. According to the different age characteristics, knowledge mastery, cognitive ability, understanding ability and acceptance ability of the three grades in junior high school, it is implemented in teaching from easy to difficult. For example, when teaching multiplication with the same base number, students are guided to learn the operation methods and results of multiplication with the same base number with specific numbers as the base and index, and then the general methods are summarized. After obtaining the general law of using A as the cardinal number and M and N as the exponent, students are required to apply the general law to guide specific operations. In the whole teaching process, teachers should not only infiltrate the mathematical methods of induction and deduction by layers, but also embody the mathematical thoughts from special to general and from general to special. It plays an important role in cultivating students' good thinking habits. \x0d Third, master "methods" and use "ideas". Mathematical knowledge can only be mastered and consolidated by listening, reviewing and doing exercises. The formation of mathematical thinking method also has a gradual process, and students can only really understand it after repeated training. In addition, students should be formed to consciously use mathematical ideas.