In High School Mathematics Teaching "multi-angle, Multi-level Thinking" Teaching Strategy Research

Mathematics is the gymnastics of thinking, the cultivation of students’ mathematical thinking ability has always been an important goal of mathematics education. With the implementation of quality education and innovative education, training of innovative talents with a good quality of thinking more and more urgent. As social beings, learning to examine the issue of multi-angle, multi-level analysis of the problem is a basic literacy and important capabilities. The teaching strategy using of "multi-angle, multi-level thinking" is a forceful measure and an important guarantee to improve students’ thinking ability.According to a wealth of literature,this paper has done a System theory combing on previous research and defined the concepts of multi-angle thinking and multi-level thinking.By Student Survey,this paper elaborates the status quo of using multi-angle, multi-level thinking in the four categories of concept, formula, theorem and problem-solving by high school mathematics teachers and students. It draws conclusions like that the multi-angle, multi-level thinking is used more frequent than their students, and the differences between them is significant and so on.Combining of previous research, the new curriculum standards and the conclusions of this study, this paper proposes the general principles of teaching strategies by using multi-angle, multi-level thinking. The general principles include heuristic principle, the process principle and the reflection principle. Also, four basic components Preview-Analyze-Discuss-Reflect in a mathematics class has been extracted. At the end, some teaching suggestions of concept, formula, theorem and problem-solving are given, together with some instructional design examples.The purpose is to provide teachers some substantive recommendations about how to use multi-angle, multi-level thinking teaching strategies to improve students’ mathematical thinking ability.