In math teaching, the foremost goal and requirement is that students should learn through their own thinking. Math-learning is not only about acquiring practical mathematic knowledge, skills and abilities, but also mastering math-thinking approaches and developing thinking capability.Therefore, in high school math teaching, teachers must pay attention to the process and cultivation of students'math-thinking. However, one of the defects in practical thinking happens to be ignoring or depressing the process of math-thinking: some teachers adopt the method of feeding or large amount of exercise-doing,considering math learning as perception and recognition and thus student's thinking is stiffened and they become reluctant to think; Some teachers hold the view that math thinking is merely logical thinking, ignoring that it is also holistic, dialectic and dynamic. It is obvious that to change this situation, studies on the importance of math thinking and teachers'teaching approaches are highly necessary. Only by solving the problem fundamentally can students'math thinking be developed and can they not only master basic math knowledge but apply the knowledge to everyday life.This thesis further discusses thinking and math thinking. By recording classroom teaching and analyzing teaching approaches and teaching effect, this thesis is devoted to discussing the issues of the cultivation of students'math thinking and the approaches of cultivating math thinking. |