Teaching High School Students Study Mathematics Critical Thinking Training

This paper mainly studies two aspects, one is on the basis of the existing literature critical thinking theory, according to the specific characteristics of the current situation of mathematics teaching and the discipline of mathematics criticalthinking, structure, characteristics, influence factors and analysis, discusses the i-mportantce of training and education, expounds the value of mathematics critic-al thinking. Two, the critical thinking teaching are discussed, combined with thecase of mathematical teaching, explains the effective way to cultivate mathematics critical thinking. Specific have the following points:One，across the related literature critical thinking, the background and signi-ficance of paper,explain the cultivation of critical thinking ability, especially the i-mportance of cultivating students of mathematics critical thinking in the high sta-ge,then explain the content the purpose and the research method of this study.Two, introduce the concept definition, characteristics, and influence factors of mathematics critical thinking.Three, the selection of the representative foreign measurement tools are amen-dedand and put into use.Four, In view of the survey results of mathematical critical thinking disposition of teachers and students and the students’ critical thinking skills, do the fractal dimension analysis on the reasons of high school students’ mathematicalcritical thinking’S insufficient ability.Five, based on all of the investigation and analysis, puts forward the strategiesto develop the tendency of students’mathematics critical thinking in the viewof education level,also expounds the principles and methods of improve the stu-dents’ critical thinking skills rom demonstration angle.The main conclusions are as followsThe dimension level of students’ criticalthinking disposition: seeking truth degree <the maturity<systematicness <curiosi-ty <confidence <analyticity<ideological, the overall level is slightly higher than the average level.The dimension level of teachers’ critical thinking disposition:Ideological openness<analyticity<confidence <curiosity <systematicness<seeki-ng truth degree<the maturity，the overall level is slightly higher than the averag-ee level.Critical thinking skills of students, regardless of ability of analysis, evaluationability, reasoning ability, or self calibration and interpretation are to be further im-proved.