On the Middle School Mathematics Teaching Thinking Ability1532

1、on the middle school mathematics teaching thinking abilityabstract mathematics is the thinking, gymnastics, from this perspective, mathematics is itself a means of exercise of thinking. we should make full use of this mathematical function, the ability of thinking throughout the whole process of tea

2、ching. key words the quality of mathematics teaching thinking capabilities approach excellent quality of thinking is a matter of an important determinant of the quality of citizens, in order to promote the development of thinking ability of students, we must pay great attention to student learning i

3、n mathematics in the process of thinking activities, must study the law of development of thinking activities, research ways of thinking ability . a secondary school mathematics teaching students the basic meaning of thinking ability thinking is the human brain to the objective reality of the genera

4、l and indirect reflection reflects the nature of things and internal regularity. the so-called mathematics teaching in the realization of students thinking abilities, as is the perceptual knowledge of mathematics students, based on the use of comparison, analysis, synthesis, induction, deduction and

5、 other basic methods of thinking, understanding and mastery of specific mathematical content but also to the mathematical the issue of reasoning and judgments, to gain knowledge of mathematics and laws of the nature of cognitive ability. mathematical thinking did not always equal to solve problems,

6、but we can say, mathematical thinking, the formation of students is based on middle school math basic concepts, theorems, formulas based on the understanding; the development of mathematical thinking of students through the most effective way to solve the problem to achieve. however, in the process

7、of learning mathematics, we often hear the students reflect the school to listen to the teacher lectures, listened to understand, but to their own problem-solving, the total was difficult, there was no way. in fact, there are many answers to your questions, students have difficulty, not because the

8、answers to these questions too hard so that students can not be solved, but their form of thinking or results to specific problems there exist differences, that is, at this time students thought the existence of barriers in mathematics. such a thought disorder, either from our teaching of the omissi

9、ons, and more came from the students themselves, from the existence of non-science students the knowledge structure and mode of thinking. therefore, the study of mathematical thinking, students obstacle for enhancing mathematics teaching high school students thinking of targeted and effective traini

10、ng are very important. 2, secondary school mathematics teaching method of thinking ability in students presented 1. focus on mathematical way of thinking reflects the thinking ability of students mathematical thinking and mathematical thinking is the general term for mathematical methods. mathematic

11、al thinking is the formation of mathematical knowledge and methods of the laws of rational knowledge to solve mathematical problems underlying strategy. mathematical methods to solve the problem of the means and tools. mathematical way of thinking is the essence of mathematics, and only mastered the

12、 mathematical way of thinking, be considered a real grasp of mathematics, mathematics teaching can be thought that thinking ability in students lay a solid foundation. thus, the mathematical way of thinking reflects the thinking ability of students must be an important component. the existing teachi

13、ng material contains a variety of mathematical ideas and methods in teaching, we should fully tap the knowledge from the foundations of mathematics is reflected in the mathematical ideas and methods, design mathematical way of thinking, the teaching objectives, teaching content with timely penetrati

14、on, repeatedly reinforced, sum up, armed with mathematical thinking of students to enable students to truly become masters of mathematics. 2. focus on exploring ways to develop students thinking skills in the use of inquiry-oriented mathematics teaching is that teachers lead students to explore a wa

15、y to study mathematics. this way of teaching has been emphasized from the student life experience, enable students to free expression, questioning, inquiring, discussing problems, and to take the initiative to acquire knowledge and application of knowledge to solve the problem, the purpose is to ena

16、ble students to develop thinking capacity-building. teachers guide students to explore the most important task is how to create inquiry-based learning situations. in mathematics teaching, we explore the situation should be designed to take full advantage of the external physical materials to show th

17、e inner thought processes, revealing the occurrence of knowledge, the development process. should have the intelligence factors for students and non-intelligence factors development. the problem situation should be the structure of mathematical knowledge structure, and students understand the struct

18、ure of the three harmony and unity, the promotion of mathematical knowledge structure to students to recognize the transformation of the structure, we must create with the current teaching issues to be addressed, but also the creation of the current problems, and aftertaste enable students to think

19、about. 3. emphasis on teaching methods to develop students thinking skills optimization teaching teachers often affect the students thinking abilities, in fact, innovative teaching methods in time for students to inject vitality and flexible thinking. in particular, mathematics teaching in the proce

20、ss of importing a new, it can also be understood as engaging teaching method. if the story by describing the use of contradictory, set suspense, famous quote, props, etc. using innovative and varied teaching methods so that students as early as possible into a positive state of mind. to this end, in

21、 mathematics teaching, we teachers must focus on the students to understand and master the basics of the situation, especially in explaining new knowledge, we should strictly follow the stages of cognitive development characteristics of students, taking into account the level of students to understa

22、nd the personality differences, stressed that the main body of the students awareness of the initiative to develop students to cultivate the good will of the quality of the students; the same time students learn mathematics. interest is the best teacher, the students have interest in learning mathem

23、atics in order to generate the excitement of mathematical thinking, stove, that is, a greater barrier to prevent the emergence of thinking of students. teachers can help students to further clarify the purpose of learning for different students of the actual situation, individualized, respectively,

24、give them a new and higher goals and improve student achievement in mathematics confidence. reposted elsewhere in the paper for free download http:/ 4. focus on the main activities involved in training students, thinking ability as is the nature of mathematics teaching mathematical thinking activiti

25、es begin, so students in math class, the main activities are conducted through brain, hands, moving mouth activities involved in mathematical thinking. teachers should not only encourage students to participate, but also to guide the students to actively participate in order to enable students to be

26、 fully subject of play and development, and the only way to continuously improve the openness of math activities. this requires that we in the teaching process for students to create good conditions for active participation, to provide adequate opportunities for participation. student activities in

27、the process, we should pay special attention to the use of varying teaching, to ensure that students participate in the continuing enthusiasm for teaching and learning activities. variant teaching of mathematics in the theorem and the proposition of different angles and at different levels and in di

28、fferent circumstances, different backgrounds, variable type, to expose the nature of the problem characteristics of the different knowledge points reveal the intrinsic link between a design method of teaching. by changing teaching, so that a problem multi-purpose, multi-title reorganization, often g

29、ives a fresh, can arouse students curiosity and thirst for knowledge to facilitate their active participation in the momentum generated to maintain their participation in the teaching process of interest and enthusiasm. 5. focus on the main course of reading to develop students thinking skills indee

30、d, reading self-study students to acquire knowledge in a learning process is the primary means of human to learn knowledge and understanding of the world an important way. but so far, for reading and thinking ability of students to the cultivation of study has yet to have a clear conclusion, the aut

31、hor combines his own teaching practice, as well as the development model through research clearly thinking of the students found mathematics teaching science to guide students to read the text for students thinking ability to benefit by it. it is true that mathematics is a language. mathematics educ

32、ators stolyar, said: mathematics teaching is the teaching of mathematical language. learning is inseparable from the language to read, so in mathematics education can not be left to read, read enable students to develop rigorous thinking, seem logical. therefore, mathematics teaching should be read

33、into the classroom, and incorporated into the basic part of mathematics teaching and going to guide students in reading during the process of positive thinking, right materials to provide the raw materials to initiate logic, through the discovery and text below to the same conclusion or similar conclusions, experience the discoverer of the sense of achievement, development of the reasonin