Research On Teaching Strategies Based On Mathematical Critical Thinking

Critical thinking is an urgent requirement for students’ thinking quality in the 21st century,and it is also an important component of the core literacy of mathematics.Mathematics is a subject based on thinking,and the level of critical thinking determines the comprehensiveness of students’ view of mathematical problems and the degree of understanding of knowledge essence.The junior high school stage is a crucial period for developing students’ critical thinking,so developing students’ mathematical critical thinking in junior high school has become an important task in classroom teaching.Against this background,this study takes eighth-grade students as an example and focuses on two main questions: What is the current situation of mathematical critical thinking among eighth-grade students? How to design teaching strategies to develop students ’ critical thinking in mathematics?Firstly,questionnaires and interviews were used to investigate and analyze the current situation of mathematics critical thinking of eighth-grade students,the following conclusions were drawn: Eighth-grade students’ critical thinking in mathematics is characterized by weak skills and strong tendencies,with a significant positive correlation between skills and tendencies;inferential skills and open-ended tendencies are strong,while interpretation and evaluation skills and truth-seeking tendencies are weak;there are no gender differences in either critical thinking skills or tendencies in mathematics.Based on the above investigation and the deep learning route,the teaching strategy of developing students ’ critical thinking in mathematics is put forward on the basis of the analysis of the teaching process.Teaching preparation stage includes: dig deep into teaching materials and build a thinking training platform;fully understand the learning situation and lay an effective teaching foundation;clear teaching objectives,strengthen the awareness of thinking development.Knowledge construction stage includes: activate old knowledge and enhance the tendency of seeking truth and knowledge;create problem situations and stimulate classroom subject consciousness;knowledge generation,exercise inference skills.Deep processing stage includes: knowledge integration,clear mathematical knowledge structure;knowledge application and migration,development of interpretation and analysis capabilities;knowledge innovation,expand the dimension of thinking development.Evaluation and reflection stage includes: students’ self-evaluation,the establishment of self-regulation mechanism;evaluation of students and teachers to achieve multiple evaluation subjects;teacher self-evaluation,improve the development of thinking training.Among them,creating a positive atmosphere permeates the whole classroom teaching process.Finally,following the teaching strategy framework of developing students ’ critical thinking in mathematics,taking the first-class hour of “image and nature of linear function” in grade 8 mathematics as an example,this paper provides examples for teachers reference and explanation.