For junior high school mathematics teaching, teachers not only need to teach mathematics knowledge, so that students have good basic knowledge and mathematics literacy, but also need to develop students' mathematical ability and intelligence through knowledge explanation. The new curriculum standard points out that the teaching goal of junior high school mathematics should be both imparting knowledge and ability training, strengthening quality education, cultivating students' mathematical thinking ability, and gradually transforming students from image thinking to abstract thinking, so as to effectively achieve the teaching goals.
1. Importance of mathematics thinking ability training in junior high school mathematics teaching
The importance of mathematics thinking ability training in junior high school mathematics teaching is mainly manifested in the following aspects: First, strengthen students' practical innovation ability. The training of mathematical thinking ability involves many aspects, especially practical ability and innovative thinking ability. It requires students to actively explore and actively innovative thinking in actual learning, and analyze and solve problems through hands-on practice and brain thinking.
Two is conducive to the implementation of quality education. With the overall advancement of quality education, junior high school mathematics education is required to actively implement the party's educational policy, cultivate students' practical and innovative abilities, and create "Four Have Citizens". In the process of learning mathematics knowledge, students should not only memorize mathematical formulas, but also need to pay attention to the cultivation of ability to make mathematics better serve life. The cultivation of mathematical thinking ability allows students to form a rational and rigorous way of thinking, and effectively guide students' lives.
, such as " golden ratio " is also called the golden rule, which mainly divides the various parts of things according to a certain mathematical proportional relationship. The ratio is 1:1.618, which has strong aesthetic significance, such as the position of the conductor and House proportions, etc. are divided according to the golden ratio. three is conducive to the study of various subjects. As an applied subject, junior high school mathematics has strong rigor and logic, and is closely related to natural subjects such as physics and biology. The cultivation and improvement of mathematics thinking ability can better learn natural subjects, facilitate students' in-depth study of various subject knowledge, and realize students' all-round development.
2. Strategies for cultivating mathematics thinking ability in junior high school mathematics teaching
1. Pay attention to the cultivation of exploring thinking ability
Traditional junior high school mathematics teaching is mostly indoctrinated by teachers. Students are in a state of passive learning and cannot fully understand and master the knowledge they have learned. Improve mathematical thinking skills. This requires teachers to clarify the current situation of mathematics teaching, actively innovate classroom teaching models, and cultivate students' expressive ability and independent inquiry learning ability. For example, when explaining the quadratic equation of one variable, the teacher adopts the method of direct instillation, which often makes it difficult for students to accurately grasp such difficult problems. At this time, teachers can allow students to study and discuss through group cooperation, explore the concepts and solutions of the quadratic equation of one element, so as to exercise students' autonomous learning consciousness, improve logical thinking ability, expression ability and generalization ability.
2. Creation of teaching situations
First, create life situations. Mathematics life is very closely related to real life, so teachers can integrate teaching and real life in teaching, change the past teaching methods, choose materials close to students’ real life as teaching content, and incorporate changes and changes in classroom teaching. Boiling life, pay attention to "life return". This needs to emphasize that mathematics knowledge comes from life and goes to life, so that mathematics knowledge is no longer isolated and scattered, and achieves an effective connection between life and the classroom.
Secondly, create problem scenarios. Thinking starts with problems, and problems are the soul of mathematics, teachingIn the junior middle school math teaching activities, teachers can create problem situations before class, class and after class to stimulate students' curiosity and improve teaching quality. Taking "probability" as an example, the teacher asks students to use coin and dice methods to understand the related knowledge of probability. First, ask the question: What is the probability that the opposite is up and the right is up? Next, let the students throw the dice and count the number of times, and ask the question: What is the probability of throwing the numbers 2 and 5? This allows students to deeply understand the characteristics of random events, mobilize their interest in learning, use mathematical thinking to solve practical problems, and promote the effectiveness of classroom teaching.
3. To guide students to learn by analogy
Students should have the ability to learn by analogy in the process of mathematics, and the cultivation of students' mathematical thinking cannot be done overnight. A lot of problem-solving must be used to continuously exercise the flexibility of students' thinking. The process of solving problems is the student Demonstrate the use of thinking skills. Therefore, in teaching, teachers should actively guide students to think deeply, refine the potential content of the textbook, so that students can draw inferences about the problem and choose the most reasonable solution.
For example: Given that each internal angle of a polygon is 135°, find the number of sides of the polygon. In the process of solving the problem, students can find that the problem has different variants: ①If the sum of the internal angles of the polygon is 1080°, find out that the polygon is a polygon; ②If the external angle of the polygon is known to be 45°, find the sum of the internal angles of the polygon ③ Knowing that the number of sides of the polygon is 8, find the sum of the internal angles of the polygon. In this way, allowing students to make appropriate changes to the conclusion or conditions of the problem can generate new problems, cultivate students' mathematical thinking ability and divergent thinking, stimulate students' enthusiasm for inquiry, and improve teaching effects.
4. Optimize classroom content
Teachers in junior high school mathematics teaching activities should stimulate students' interest in learning, optimize classroom content, and appropriately stimulate students' mathematical thinking ability. Mathematical interest and thinking development complement each other. Thinking can stimulate the growth of interest, and interest can promote the development of thinking. Therefore, in mathematics classes, students with strong interest in learning can concentrate, follow the teacher’s ideas to think and explore problems, and students can deeply understand knowledge in the process of thinking, and gradually form mathematical thinking.
For example, when teachers are explaining related content of "preliminary probability", they can optimize the design of teaching content according to the actual learning needs of students, and use multimedia courseware to display knowledge points, such as showing the pictures of the vehicles they take when traveling on National Day. Make statistics on its proportions; then guide students to master knowledge of frequency and frequency, so that students can accurately grasp the usage of tree diagrams, etc., stimulate students' curiosity, and improve students' mathematical thinking ability.
Conclusion:
has strong rigor and logic in junior high school mathematics, and puts forward strong requirements on students' mathematical thinking ability. Therefore, in the actual teaching process, teachers need to pay attention to the cultivation of students' exploratory thinking ability and scientific creation. The teaching situation guides students to learn from one another and optimize classroom content. Only in this way can we cultivate students' mathematical thinking ability, mobilize students' active thinking in learning, stimulate students' interest in learning, and effectively achieve the goals of math teaching.
