Teachers should integrate the mastery of mathematical knowledge and the infiltration of mathematical thinking methods into the teaching purpose at the same time, and integrate the requirements of mathematical thinking methods into the lesson preparation process. For each chapter in the textbook, we should consider how the specific content permeates the mathematical thinking methods, which mathematical thinking methods permeate, how to permeate, and to what extent. In teaching, teachers should stand on the height of mathematical thought, analyze the teaching content in simple terms with appropriate language, and prompt the thinking method hidden behind the knowledge content.
Second, the infiltration of new curriculum teaching
It is helpful for students to understand the process of the emergence, application and development of mathematical thinking methods by digging deep into the mathematical thinking methods hidden in textbooks, carefully designing the classroom teaching process and showing the mathematical thinking process. Different teaching contents can be taught by different mathematical thinking methods according to their characteristics. In the process of teaching, we should infiltrate mathematical thinking methods into students in time through the following ways: 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. 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.
Thirdly, it permeates students' problem solving.
Mathematics teaching is not only for students to effectively use mathematics knowledge and explore the direction and entrance to solve problems, but also has special and irreplaceable significance for cultivating people's thinking quality. The new teaching belongs to the "hidden infiltration" stage, and the practice has entered a clear and systematic stage. In the process of solving problems, students will not only consolidate and deepen their existing mathematical knowledge and mathematical thinking methods, but also summarize and refine new mathematical thinking methods. The teaching process of thinking method begins with imitation. Students answer the same type of exercises according to the procedure and format of example demonstration, which is actually the application of thinking method.
Fourth, infiltration in induction and summary.
In the summary of classroom teaching and unit review, summarizing and strengthening a certain mathematical thinking method in time can enable students to grasp the essence and inherent law of knowledge from the height of mathematical thinking method and gradually understand the spiritual essence of mathematical thinking method.
In the mathematics teaching of chapter summary and review, we should pay attention to summarizing and reviewing mathematics thinking methods from two aspects. On the one hand, it is intentionally infiltrated in the classroom, on the other hand, it depends on students' profound understanding in reflection and summary. When summarizing and extending a certain thinking method, teachers should consciously guide students to reflect on their own thinking process and how they find, analyze and solve problems. Gradually understand the spiritual essence of mathematical thinking methods and improve the consciousness of conscious application.