How to cultivate students thinking ability in mathematics teaching activities

The most effective way to develop thinking skills is through problem solving. Design Thinking Questions: Students' thinking skills can only be effectively developed when they are in an active state of thinking. When learning the preliminary knowledge of abstract geometry, in order to:

Correspondence of objects:

When a child counts, it is best to let him point to the objects to be counted one by one in order. In addition, it is important for children to understand the concept of cardinality, that is, the last number counted sequentially is the number of objects.

Distinguish similarities and differences: Give your child two cups and ask him to find out the similarities and differences between them. The cup can be exchanged for other daily necessities, such as socks, shoes, handkerchiefs, toys, etc. Since the child is young, he can only distinguish the similarities and differences of objects from the more prominent features at first, you can give him one thing first, and let him find one or more similarities with the other object, such as giving him a crayon, he may find a piece of clothing, because the crayon and the dress are the same color.

Give him an apple and he may find a ball because both the apple and the ball are round. When your child asks your questions, you need to observe, compare, analyze, and then draw conclusions, which are the basic skills for learning mathematics and thinking about problems in the future.

Compare size: Children generally like to put objects directly together to compare the size of the high and low, like a game is fun, parents can start with simple questions and gradually increase the difficulty. For example, you can compare two different pens, two apples, and two books, all of which can be directly compared together; Then compare which is higher than the door and the broom, which is lower between the refrigerator and the bench, and there is one thing in such a comparison that can be moved; After that, compare the table, the sofa, the two windows, and other objects that cannot be moved, and guide the child to compare with the help of tools, such as regular measuring tools, rope, pencils, etc.

Comprehensive classification: This is a comprehensive training for children to classify and count. Cleaning up toys, wardrobes, and kitchen cabinets with your child is a good time to do these kinds of games. You can classify toy cars by color, size, shape, etc., and ask children to count how many types they are; You can also sort the clothes by color and count how many of them are; You can also give the mixed chopsticks and spoons to the child, so that he can sort and count, and the child is generally very interested in this kind of game.

Group Comparison: Compare the number of items in two groups to lay the foundation for children to learn subtraction in the future. Almost all the items in the house can be used to make this game, take out some items and divide them into two groups at random, and let the child compare which group has more and which group has less. There is also a way to play that children may prefer:

Give your child some coins, preferably in an even number, and let him throw them out, and when he is done, let him count whether there are more heads or tails.

These games are a lot of fun, and will unconsciously develop children's simple thinking skills in mathematics, and lay a good foundation for entering mathematics learning in the future.

Let students do more hands-on operations, use their mouths and brains in their hands, and train students' thinking skills.

"Mathematics is gymnastics that exercises the mind". Students' thinking level is to be cultivated and developed through mathematics teaching activities; Cultivating students' thinking ability is an important task of primary school mathematics teaching. Teachers should make full use of classroom teaching as the main channel, create a learning environment conducive to the cultivation of thinking ability for students, and adopt flexible and diverse classroom teaching modes to allow students to learn independently and guide them to take the initiative to solve problems.

Based on my years of experience in primary school mathematics teaching, I would like to talk about the suggestions and measures for cultivating students' thinking ability in primary school mathematics teaching. 1. Create a learning environment suitable for the age characteristics of primary school students and inspire students' active thinkingAmerican educator Brown believes that "the learning environment should be placed in a real social context to make it meaningful to students."

Meaningful learning can only take place when the learning content is integrated with the social and natural contexts in which it is formed and used, and the knowledge learned can be easily transferred to other contexts for reapplication. Only the knowledge and skills acquired in real-life situations can be truly understood and mastered by students, and can be applied to real-life situations or environments to solve real-world problems. Many teachers have had this experience in the classroom:

Although the teacher has emphasized the knowledge points that need to be memorized many times, most students are always unable to remember them and cannot answer them when they ask questions. As everyone knows, this is due to the fact that the teacher has not been able to create a learning environment that is in line with the physiological age and mental age of primary school students when explaining the knowledge points, and has not been able to provide primary school students with a life background that is conducive to memorization. In my practical teaching, I always talk about more abstract knowledge that needs to be memorized.