First, pay attention to stimulate interest and cultivate students' thinking ability.
Psychologist Bruner believes that learning is an active process. For students, the best internal motivation for learning is their interest in the materials they have learned. It can be seen that interest is important for learning mathematics. Therefore, in teaching, we should pay special attention to creating situations to stimulate students' learning motivation and internal motivation, mobilize students' learning enthusiasm and autonomy, and make students happy and want to learn. For example, when teaching the characteristics of fractions that can be converted into finite decimals, I first ask students to quote a fraction, and I immediately judge whether it can be converted into finite decimals. The students gave it a try, and it did. The students were amazed. In addition to being amazed, they were more eager to understand the mystery of quick decision and had a strong interest in it, which stimulated the students' desire to explore actively. In the process of actively exploring new knowledge, students' thinking ability is gradually developed.
Second, pay attention to teaching methods and cultivate students' thinking ability.
Quality education advocates that students should not only "learn" but also "learn". Our teacher's task is not only to teach, but also to teach students how to learn. As people say, "it is better to teach people to fish than to teach them to fish." Therefore, it is necessary to strengthen the guidance of thinking methods in teaching, so that students can correctly use the observation, comparison, analysis and comprehensive thinking methods commonly used in primary school mathematics.
1, observation method
"Observation is the beginning and source of thinking." The thinking of primary school students is mainly manifested in concrete image thinking. Therefore, students should be guided to observe concrete image things, pictures and visual teaching AIDS, so as to obtain and establish clear representations and provide necessary conditions for their thinking activities. For example, when junior students learn simple application problems of addition and subtraction, most of them are accompanied by illustrations. Before practice, I guide them to observe purposefully and orderly, and observing illustrations can help them understand the meaning of the question. Another example is the teaching of "Preliminary Understanding of Triangle" to find out the exercises needed for the height of each triangle. The previous students found out at once that the last one was an obtuse triangle and it was upside down. Many students are at a loss after reading it. At this time, I didn't rush to tell them the answer, but first reviewed the definition of triangle height and then guided them to observe the triangle from different angles. Through careful observation, the students suddenly understood. Turn it around and look at it. Finally, I will guide them to make it higher without rotating and extending the bottom.
2. Comparative method
Comparative method is a very common and practical way of thinking. Through comparison, students can understand the internal relationship between knowledge, so as to better master knowledge. For example, when teaching simple multiplication and division application problems, there is such an exercise: 1. Xiao Ming reads story books, reading 8 pages a day and finishing them in 3 days. How many pages does this story book have? 2, a story book ***24 pages, Xiao Ming read for 3 days, how many pages does Xiao Ming read every day? A story book has 24 pages, and Xiaoming reads 8 pages every day. How many days can he finish it? First, let the students find out the similarities and differences between these three questions. What is the connection between them? Then guide students to compare, establish the connection between multiplication and division through comparison, and cultivate students' comparative ability.
3. Analytical synthesis method
Analysis and synthesis is an important thinking method and the basis of all other thinking methods. For example, when teaching the simple operation of multiplication, there is an exercise: 25× 16. I guide students to think about the relationship between 25 and 4 when they see 25: 25×4= 100 (this is comprehensive), so I think 16 can be divided by 4×4 (this is the analysis under the comprehensive guidance) and finally get it.
Third, strengthen language training and develop students' thinking ability.
Language is the shell of thinking, and correct thinking activities cannot be separated from the participation of language. Therefore, we should strengthen language training for students in teaching. In teaching, I often encourage students to speak boldly and loudly. The more important requirement is to speak correctly and completely. For example, students often say "increase to" as "increase" in the process of learning; Read "divide" as "divide" ... Our teacher should correct students in time. Therefore, it is necessary to guide students to speak completely and correctly, to express the meaning of numbers and the calculation of mathematical knowledge completely and correctly, so as to promote the internalization of students' knowledge and the development of their thinking ability.
Fourth, strengthen operational guidance and develop students' thinking ability.
Psychologist Piaget pointed out: "Activity is the basis of cognition, and wisdom begins with action." Operation is not a simple physical action, but is closely related to the thinking activities of the brain. Children's thinking has the characteristics of visual action, so students should be guided to operate purposefully and actively, so that students can gradually understand the correct meaning or law of concepts, the source and rationality of principles from concrete to abstract, and promote the development of students' thinking ability.
1, guide students to operate purposefully.
Students like to play around, but most of the hands-on operations are unintentional. Therefore, we should guide students to link operation with thinking, understand in operation and learn in operation. For example, when teaching the multiplication formula of 6, I will first demonstrate how to circle a small flower with 6 circles, and guide the students to carefully observe how the teacher puts it. Students initially perceive the "goal" in the process of observation, and then I guide students to carefully observe what the teacher said. Students initially perceived the "target" in the process of observation, and then I guided the students to put another one themselves, and the students quickly released it according to the sample. Through observation and hands-on practice, the students learned that setting 1 flower needs 6 circles, setting 2 flowers needs 12 flowers, and setting 3 flowers needs 18 flowers ... In this way, even if students learn the operation method, it is helpful to understand the meaning of multiplication formula.
2. Guide students to take the initiative to operate.
Active operation can make students gain a lot of perceptual knowledge. Primary school students' homework has an obvious feature, that is, they are often passive, rather than really taking the initiative to understand the meaning of the problem and solve it. So our teacher's task is to guide them to operate actively. For example, when teaching "the sum of the interior angles of a triangle is equal to 180", I didn't tell them that the sum of the interior angles of a triangle is equal to 180 at one time, and then let them memorize it. Before studying, I asked, "Who can calculate the sum of the inner angles of a triangle with what I have learned?" The students suddenly began to talk and fiddled with the triangular pieces of paper in their hands. Through discussion, some measure the degrees of each internal angle of a triangle and add them up. Some cut off three internal angles, make a big angle, and then measure it with a protractor ... At this time, under the impetus of exploring motivation, students gradually establish perceptual knowledge. Then I guide the students to read. By reading books, students are glad to find that their own conclusions are consistent with those in the books, thus enhancing their sense of accomplishment.