Investigation And Research On The Reverse Thinking Ability Of Junior High School Students In Mathematic

The requirement for the cultivation of the middle school students’ innovative thinking in today’s society is increasing along with the rapid rapid development of society and economy,and continued carrying on the new curriculum reform of basic education in our country.Contrary thinking is a kind of creative divergent thinking.People are generally more inclined to follow the development of things,to analyze and deal with various problems encountered in life and study,but few can take the initiative to analyze and solve problems from the opposite side of the problem,this situation is called thinking set.In many cases,the rational application of reverse thinking can simplify complex problems and break the negative effects brought by thinking stereotypes.If we could pay more attention to the training of reverse thinking in mathematics of middle school students and find out a set of effective training methods and strategies,it will promote the development of students’ innovative ability and play an important role in the mathematics education of our country.First of all,based on the in-depth understanding of the research background and research status of mathematical reverse thinking by referring to relevant literature,the purpose and significance of the research are clarified.Secondly,combined with the concept definition and theoretical basis related to this research,the assessment elements of mathematical reverse thinking were separated out,the corresponding test paper and interview outline were prepared,the status quo of mathematical reverse thinking ability of students in the second grade of a junior middle school in Shenyang was investigated,and the obtained test results were analyzed quantitatively and qualitatively,and teachers and students were invited to conduct interviews.Finally,combined with the conclusion obtained from the analysis and interview,the author puts forward the corresponding suggestions on the cultivation of reverse thinking ability of junior middle school students.Through the research,the following conclusions are obtained: the mathematical reverse thinking ability of junior middle school students belongs to the medium level;There are significant differences between analysis method and other four reverse thinking strategies of mathematics,and there are also significant differences between backward inference method and counterexample.Male students are significantly better than female students in the use of counter-example strategy,while female students are significantly better than male students in the use of analytical strategy.In addition,this study found that the problems existing in the cultivation of junior high school students’ mathematical reverse thinking ability are as follows: the essence of formula and theorem is not thoroughly mastered;Under the influence of thinking set,students lack the consciousness of using mathematical reverse thinking to solve problems;The training on mathematical reverse thinking strategy problem solving is insufficient;The teaching form of mathematics classroom is single;Conversion disorder and low confidence.In view of these problems,suggestions are given as follows: improve the quality of teachers themselves;Pay attention to the deep understanding of knowledge,guide students to explore the nature of knowledge;In the teaching of problem solving,reverse variant training is carried out.