Infiltration In Mathematics Teaching In Primary Schools Practice And Exploration Of Mathematics Thought Method

Mathematics thinking method is the nature and essence of mathematics, the fundamental purpose is to learn mathematics master mathematics thinking method of mathematical knowledge and hidden, it is the mathematical knowledge into the ability of the link, is one of the goals of mathematics teaching of new curriculum. Most primary school teachers only pay attention to teaching knowledge and training skills, lack of understanding and mastering in mathematics thinking method of ontology, neglect of the infiltration of mathematical thinking and digging, the result is very hard to teach the teachers, students learn very tired but no interest. How to update the concept of education, make teachers more in-depth understanding of mathematics thinking method of mathematics thought method teaching? How to morewhat are the strategies and ways to do it, and how to grasp the principles and from which aspects to observe and judge this is the penetration of mathematical ideas and methods is an effective lesson?Based on this method, through the combination of theoretical research and empirical research, using literature studies theoretical basis of mathematical thought and method penetrating summary and comb; and on the relevant theory of empirical research to explore the effectiveness of classroom teaching under the mathematical way of thinking perspective. The author through literature review and on the sixth grade two parallel class teaching two different degrees of cross penetration of mathematical thoughts and methods for comparative analysis, found that the penetration of mathematical thought and method superiority in classroom teaching, and try to put forward the teaching of primary school mathematics thought method has several evaluation validity dimensions. Found in experimental exploration: the effective methods of mathematical thoughtsStudents learning interest in the classroom is more strong, more attention and participation, the ability to solve the problem of students to enhance the student mathematics cognitive structure to enhance faster and better.The basic conclusions are as follows:(1) The same knowledge points, whether teachers choose which classes, in the premise of teacher teaching level of normal play, are good penetration class interest, attention ability, active participation in the degree of penetration was stronger than weak students.(2) On the whole, the level of thinking and the extension of the level of the class students with good penetration, the ability to solve problems are higher than the penetration of weak class students.(3) From the emotion attitude value, penetration degree of good class students' enthusiasm for learning more high degree of identity of self and others is more obvious than the degree of penetration of weak students to communicate with people, desire and self realization intention are significantly higher than the degree of penetration of weak students.