| The modern mathematics education theory generally believes that, mathematics ability is necessary to completing mathematics activity smoothly, which forms and develops in mathematics activity process. It has division of the size height, this kind of discrimination is mainly determined through mathematics thinking quality, Therefore, it is important to raise student's mathematics thinking quality especially. The mathematics thinking quality we usually mention refers to the broadness, profoundness, flexibility, critique, creativity and agility of the mathematics thinking quality.The new curriculum sets the request to the students' mathematics ability. For example: The student must understand the basic mathematics concept, mathematics conclusion essence, understand the background of concept, the conclusion and so on that are produced. Through the different form of independent study and inquiry into the activity, the students experience the process of mathematics discovery and the creation; then they can enhance the mathematics ability of raising questions, analyzing questions and solving questions, then they can develop the ability of gaining mathematics knowledge independently; and they can enhance the interest of studying mathematics, therefore, they can set up the confidence of learning mathematics.We know that the above-mentioned requests need to realize student's thinking quality through the tests. In the recent college entrance examinations, mathematics testquestion presents the foundation tendency, some tests are "rooted in textbook, but above the textbook". It's no doubt that this suggests to the teachers one kind of teaching guidance, that is to say, the teachers should promote vigorously the textbook, do thorough research into textbook, excavate the latent mathematics thought and value in the textbook by raising the students' mathematics thought quality through the research into textbook. But there are still many problems exsiting in modern mathematics teaching. For example, when the teachers expain the textbook examples, they lack relation and induction between the former knowledge and the latter ; they pursue the high efficiency and good teaching method but neglecting the students' reality. In the teaching process ,the teachers infuse the students intoprimarily; easy to neglect mathematics thinking method which contains in themiddle of these topics.To make a comprehensive view, the former researchers use mathematics textbook examples to persue effiency in order to carry out the research into the developmen of the students' mathematics thinking quality, but mostly emphatically raise the broadness and the flexibility of mathematics thinking, but neglecting profoundness, agility, critique and original creation of logarithm study thinking. Although the research results present a scientific nature.but lack pertinence and guidance, and also lack the concrete development of various kinds of methods of thinking quality. And the researchers have also neglected the students' formation appraise of solving the textbook examples, and they have neglected the students' initiative compilation and reorganization of exampes. and they have neglected to develop the student's mathematics reading ability, and they have neglected to raise the students' thinking creativity .In addition, the real diagnosis research concentrates to aim at the elementary school and the junior school, whether the obtained conclusion is completely suitable for the senior school students' mathematics study waits for the further research. Theory must come from practice, which can be effectively instruct the practice. As for the research of logarithm study thinking quality, there should be unceasingly and the deepened process.In view of the above-mentioned reasons, this article wants to exercise effect through displaying textbook samples, to raise thestudent mathematics thinking quality. The author demonstrates teaching with the aid of many kinds of methods and provides the cases to explain how to carry on the demonstration in the practice to develop the students' mathematics thinking quality. The author summarizes the following conclusion and the ways to raise thinking quality through comparison researches in Class 16, 19 .Senior 1 which the author teaches and Class 16, 19,Senior 2 for years:This experiment is improving and optimizes student's mathematics thinking quality, not to increase the extra study burden to the students, but to have the tangible effect of promot(?) the students' thinking ability and enhance mathematics results. Moreover, the students develop non- intelligence aspects such as the interests of mathematics study, the manner and the study method and so on and also have the corresponding improvement, the students' ability distribution of mathematics thinking quality has reasonably hastened.On the basis of fully studies of the textbook samples, the exercises by the author, fully excavating potential, the author may raise the students' mathematics thinking quality with the aid of following method in practice: First, the students themselves understand the the textbook samples mathematicstopic, and the pay attention to the process and understanding of concepts, principles and so on, while the teachers pay great attention to suitably expanding the antithesis main subject goal. Second, the students on own initiative seek after the multi-channel solutions to the test questions, reconsider ways of solving problems, explore the crosswise relation of the topics to establish group topic under the teacher instruction. Third, the teachers stress the comprehensive ponder, emphasize the textbook exercise, changeable topics of one sample question, and the free association, at the same time, the students carry on the training of multiple choices and many items that fill in the topic, and strengthen the training of the ability of thinking transformation when thinking is blocked. Fourth, the students strengthen mathematics hermeticness education, persist to typical error analysis of the textbook practice, and let the students arrange the multiple choices, and seek for the counter-examples and encourage the students not to follow blindly the teacher and the teaching materials.This research statistical situation support experiment supposition. |
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