Quality education is the main content and direction of education development, and the original teaching concept has been gradually replaced in today's era. In the original mathematics teaching, students were only given knowledge blindly, and their thinking ability was ignored. Modern mathematics teaching is not only to impart knowledge to students, but also to guide students and cultivate their learning methods and thinking ability. In the application of mathematics, we can fully grasp and understand mathematical knowledge and form a certain logical thinking mode. This method of cultivating thinking ability needs to be cultivated from the learning activities of junior students.

Second, use learning tools for practical operation, establish correct concepts, and lay a good foundation for developing students' thinking.

Giving full play to the advantages of pupils' intuitive thinking in images, making full use of intuitive teaching methods and strengthening the cultivation of abstract generalization ability are the primary problems in cultivating pupils' thinking ability in mathematics teaching. Practice has proved that to solve this problem, the most important thing is to make full use of intuitive means (using teaching AIDS, learning tools and multimedia for intuitive teaching and practical operation) in the teaching process, guide students to understand mathematical concepts on the basis of perceptual knowledge, and pay attention to adopting scientific inquiry teaching methods, deepen basic concepts, communicate the internal relations between knowledge, and teach students to creatively construct cognitive structures.

Third, strengthen the teaching of application problems and cultivate students' thinking ability in images and abstract generalization ability.

Cultivating the thinking ability of primary school students' mathematical application problems is the key to improve the quality of primary school mathematics teaching. Carrying out the reverse thinking training of quantitative relationship can cultivate students' reverse thinking ability; Students' logical thinking ability can be cultivated through multiple solutions to one question; Carry out the changeable training of application questions, and cultivate students' ability to establish various connections between conditions in the questions and deduce various combinations of conditions from the questions.

1. Create intuitive situations, enrich appearances, and cultivate students' thinking ability in images and abstract generalization ability.

In primary education, primary school students' life experience and experience are not rich, and they know relatively little about the outside world, but their acceptance and memory of specific things are relatively high. Therefore, relatively intuitive teaching methods can be adopted in teaching, which can not only strengthen students' memory, but also enrich the external appearance of students' acceptance of knowledge, and help them gain perceptual knowledge from intuitive things, thus achieving the purpose of cultivating their thinking ability; In practical teaching, we should apply rich illustrations to teaching materials, use more teaching AIDS and learning tools, and combine the knowledge in books with real life. For example, students are given different shapes of learning tools, and then it is said that there are forty kinds of learning tools, such as triangle, circle, square and rectangle. The students who got the circle stood up and led everyone to count. Then, the students with squares stand up and count. After that, let students calculate the number of triangles and squares in actual actions, which can make students go deep into the scene in actual operation and let students accept mathematical knowledge more intuitively. The application of teaching AIDS, learning tools and colorful pictures in teaching is more in line with the personality characteristics of primary school students, which can better attract students' attention to the subject and also exercise students' thinking ability in mathematics application in real life.

2. Cultivate students' abstract generalization ability through classification and comparison.

Using "multiple solutions to one question" or "multiple solutions to one question" and the answers and classification of reverse questions to train students' flexibility, profundity and abstract generalization ability can improve students' ability to analyze and solve problems flexibly. For example, "One topic is changeable": (1) The school planted 8 poplars and 4 pines. A * * *, how many trees have been planted? (2) The school will plant 12 trees, including 8 poplar trees and the rest pine trees. How many pine trees are there? The school wants to plant some trees. Eight trees have been planted, and four trees have not been planted. How many trees will the school plant? (4) The school wants to plant 12 trees, and four trees have been planted. How many more trees can we plant? Through this kind of question conversion, students can gradually understand and master the quantitative relationship of simple application questions, and can exercise the flexibility and profundity of thinking from different ways of thinking.

Fourth, carefully design thinking problems and cultivate students' creative thinking.

1. Set obstacles for students to "jump up and pick fruit".

This is another layered teaching method. Students are influenced by congenital or acquired factors in their study, and their learning ability is different. Therefore, the cultivation of students' thinking ability in teaching should not only meet the knowledge needs of top students, but also stabilize the foundation of middle students and improve the learning level of underachievers. First of all, in mathematics teaching, it is necessary to ensure that every student can fully grasp the basic knowledge in class and teach deformation problems. In order to improve students' thinking ability after class, we can expand our knowledge on the basis of classroom teaching and arrange expanded topics for students to think independently. For example, in the teaching of practical problems, after students can master the courses they learned that day, they will arrange an expansive thinking problem, so that students can think divergently according to what they have learned, and the learning effect will be innovative and improved to some extent.

2. Encourage questioning and asking difficult questions, and encourage innovation and intellectual development.

Einstein once said, "It is more important to ask a question than to solve it." Therefore, when discussing and thinking, students should be encouraged to stand up boldly, answer questions in public, and start a debate on this. Secondly, encourage students to think more and ask why; Third, encourage students to dare to put forward their own different opinions and get to the bottom of it. Only in this way can students' creativity be gradually released.

In a word, the cultivation of thinking ability is the inevitable development trend of mathematics teaching. Under the influence of the new curriculum reform, junior high school students' comprehensive quality education is the focus of primary education today. Cultivating students' thinking ability is a necessary condition for students to develop in an all-round way and improve their comprehensive quality.