Cultivation Of Mathematical Thoughts And Methods In Mathematics Teaching In Rural Junior Middle Schools

The mathematical thinking method is the essence of learning mathematics and is an implicit resource.The mathematical method of thinking is based on mathematics,and the fish is in the water,and the two are indispensable.The method of mathematical thinking is the fundamental purpose of carrying out mathematics education.The key to whether a learner has the ability to learn mathematics lies in whether he truly understands mathematics.In mathematics teaching,only by letting learners understand mathematical ideas,master the methods of applying mathematical ideas,and comprehend the value of mathematics,they can achieve twice the result with half the effort in the learning process.The reason why mathematical thinking is so important is its irreplaceability.In basic mathematics teaching,mathematics thinking methods can stimulate students’ interest in learning,expand students’ thinking,develop learning potential,and help students develop mathematics application ability,creativity,innovation ability and practical ability.From the short-term effectiveness,it can promote students’ learning efficiency and become a "shortcut" to quickly improve their academic performance.From the long-term goal,it also teaches students to apply mathematical thinking mode to think and solve problems,which is to cultivate students’ mathematical thinking.The key to quality and math core literacy.Under the new curriculum reform,junior high school mathematics teaching is required to pay attention to the subject status of students,follow the characteristics of students’ physical and mental development and cognitive rules,and respect the individual differences of students.It is not only necessary for students to master basic mathematics knowledge and skills,but also to cultivate students’ mathematical thinking methods and promote students’ all-round development;to lay the foundation for cultivating modern talent resources.Teachers are required to change their role orientation and invest in teaching by the role of teaching organizers,guides,and participants.Judging from the actual teaching situation,the current junior high school mathematics teaching is subject to the constraints of traditional concepts and exam-oriented education.The curriculum content,curriculum objectives,daily teaching forms and purposes are all carried out under the premise of academic achievement as the core.The only score theory has become the "mainstream view" of junior high school mathematics teaching,not only the mathematics subject,but also in the entire junior high school teaching system.Key knowledge in mathematics teaching;ability to solve problems and stress test scores,but despise the construction of students’ mathematical ideas.Leading students to become "examination machines",can not truly understand the true meaning of learning mathematics,can not grasp the mathematical ideas contained in the knowledge of mathematics,is not conducive to the long-term development of students.Based on the theories of education,teaching psychology and mathematics,this thesis draws on the research results related to this paper at home and abroad,and analyzes the current situation of mathematics thinking methods in rural junior middle school mathematics teaching.Applying a variety of research methods to investigate and analyze the teaching methods of rural junior middle school mathematics thoughts and methods,summarizing and analyzing the current common mathematics thoughts of rural junior high school mathematics,and deeply analyzing the main problems in the teaching of mathematics thinking methods in junior middle school,from the perspective of teaching practice Feasibility to improve the teaching strategies of rural junior middle school mathematics thinking methods.Finally,combined with the practical experience of mathematics teaching and the needs of thesis creation,the teaching case was designed to specify the educational value of mathematics thought and method in the middle school stage.I hope the research in this paper can be rural Junior high school mathematics teaching provides theoretical support.