Research On The Penetration Of Mathematics Thinking Methods In High School Mathematics Teaching

At the current stage,there is a widespread phenomenon in the mathematics learning among high school students,which is: As their learning thinking is rigid,they only focus on a problem alone and can only solve example problems taught by teachers or done previously.They try to solve excessive problems to accumulate problem-solving methods,but cannot draw parallels from inference or infer other things from one fact,so their learning cannot achieve the effect of comprehensive mastery.The major reason is that when students solve problems,they lack mathematical thinking skills and only rely on mechanical training and repeated memory of problem solutions without relying on the core mathematical thinking methods to solve problems.Therefore,it is necessary to require students to flexibly master mathematical thinking methods.However,Regular High School Mathematics Curriculum Standard also stipulates: �For the teaching of high school mathematics knowledge,teachers shall trace back to the origin and clarify their development process and nature.For the mathematics course,we should not only care about the rigorousness of mathematical reasoning,but more importantly train students to autonomously explore the process of formation for mathematical concepts and conclusions,and feel the mathematical thinking method contained in it.� Based on the above reasons,I personally think that it is necessary for teachers to infiltrate mathematical thinking methods in the teaching process.Through studying the high school mathematics teaching,the thesis mainly offers discussion from the following several parts: Part One is the connotation characteristics and research significance of mathematical thinking methods.Based on the author's teaching experience,Part Two selects some chapters from high school mathematics textbooks as examples and illustrates the mathematical thinking contained in these chapters.Part Three explains how to infiltrate mathematical thinking methods in teaching cases and offers suggestions to the teaching by teachers.Part Four is the relevant conclusions and reflections obtained through this research.