A Probe Into The Present Situation Of Teaching Methods Of Mathematical Thinking In Senior High School

With the requirements of the new basic education curriculum reform, teachingfrom the double-base development to the four-base teaching basic knowledge, basicskills, the basic idea, as well as experience in basic activities. Mathematical way ofthinking is the essence of mathematics, mathematical way of thinking teaching isimplicit in the knowledge of the process of teaching them, it also engaged in mathactivities, accumulation of mathematical experience to build bridges, thus causingmore and more people attention.High School Maths Thinking Method Research thesis literature analysis,selected on the basis of two high schools in Yiyang County, Jiangxi Province,conducted a survey of52teachers, SPSS17.0statistical software for quantitativeanalysis of the data, complemented by classroom observation and interviews,qualitative analysis, according to the survey results and classroom observation, themain conclusions is: teachers’ mathematics teaching awareness of thinking, lessonplanning, classroom import as well as new knowledge construct, consolidateapplications, summarized in the Summary of each the links take large of parts clear,but according to the combination of classroom observations, the first,teachers in theclassroom import aspects of the concept are given directly, not to inspire students tothink, indirectly inform students; Secondly Awakening construct links betweenknowledge contact is dull enough system; In consolidation application areas, teachersdo not pay attention to the process of the analysis of the problem; fourthly ininductive Summary link, teachers neglect inductive mathematical way of thinking.Based on the analysis of the above conclusions, raising teachers ’classroom teachingstrategies: In teacher preparation, you need to dig a textbook and find a clearmathematical way of thinking teaching objectives; In lesson introduce session,teachers should pay attention to the pave the way, stimulate students’ interest to learna new chapter by chapter before language appropriate treatment, enable students torecognize the significance of what they learn, or the creation of problem situations, create a good guess the atmosphere; In teaching links construct new knowledge,teachers should deepen students’ understanding of the concept or proposition analogknowledge to identify the links between concepts and distinction, or in provingtheorems process, delay the conclusion judgment, analytical thinking to leave plentyof time for students. Teachers need pay attention to the problem of design, inspirestudents to abstract summary of the relevant laws; problem-solving teaching links, inorder to consolidate the knowledge, teachers need focus on the analysis process,appropriate variant training and timely reflect problem.