1, combined with junior high school mathematics syllabus, to carry out teaching research on mathematical thinking methods in junior high school mathematics textbooks. Through the complete analysis and research of teaching materials, we can clarify and grasp the system and context of teaching materials, taking into account the overall situation of teaching materials. Then, the interface relationship between various concepts, knowledge points or knowledge units is established, and their special properties and internal general laws are summarized and revealed.

2. With mathematical knowledge as the carrier, the mathematical thinking method is organically infiltrated into the teaching plan and teaching plan. Through the key links such as goal design, situation creation, program evolution, induction and summary, mathematical ideas and methods are implemented in the process of knowledge generation and application, forming the integration of mathematical knowledge, methods and ideas.

3. Pay attention to classroom teaching practice. In the process of introducing, digesting and applying knowledge, the process of making students understand and refine mathematical thinking methods is also the process of producing their thinking methods. In this process, we should provide students with rich, typical and correct intuitive background materials, create the environment and conditions to stimulate the interaction between cognitive subject and object, show the process of knowledge generation, and let students' thinking and experience be fully involved in the challenge of accepting problems, analyzing problems and perceiving thinking methods.