An Experimental Study Of Cultivating Junior High School Students' Mathematical Thinking Ability Through One Problem With Multiple Solutions

Mathematics is the gymnastics of thinking.The characteristics of mathematics play an important and unique role in the cultivation of thinking.For students,cultivating mathematical thinking ability is the key to their mathematics learning.For mathematics teachers,training students' mathematical thinking ability and thinking quality are their teaching purposes.It is showed that middle school mathematics education should encourage students to think independently in mathematics learning,learn to analyze problems,solve problems,and thus students' mathematical thinking ability can be improved.So how to improve students' thinking level effectively has become a research hotpot.This article is based on the investigation and study of the quality of mathematics thinking of junior high school students,based on the theory of variant teaching,with one question and multiple solutions as the teaching method,with the purpose of improving students' interests in mathematics and mathematics achievements,and fostering students' good mathematical thinking ability.In order to provide a reference for mathematics teaching in junior high school and a feasible idea for teaching improvement.Based on this,this study mainly discusses from the following issues:1.Is multiple solutions to one question a teaching method for cultivating mathematical thinking ability?2.In order to cultivate students' ability of mathematical thinking,what kind of variable teaching strategy is designed?3.Can the implementation of a multi-question teaching strategy effectively train junior high school students' mathematical thinking ability?This article uses the literature research method,experimental method,questionnaire method and case analysis method,which is mainly divided into the following three parts:1?By analyzing the domestic and foreign research results on the cultivation of mathematical thinking ability and the teaching of multiple solutions to a problem,this paper respectively expounds the mathematical thinking ability and the teaching of multiple solutions to a problem in theory,obtains the necessity of research,provides theoretical guidance for the application and teaching practice of multiple solutions to a problem,and obtains a multiple solutions to a problem through literature researchand theoretical analysis,which can be used as a kind of teaching for the cultivation of mathematical thinking ability Conclusion of approach;2 ? According to the principle of multiple solutions to one problem and the problems existing in the process of training junior high school students' mathematical thinking ability,the experiment research is conducted in two classes of grade two in a middle school in Shanghai.The variable teaching strategy of multiple solutions to one problem is formulated and implemented,and the actual teaching process of multiple solutions to one problem is analyzed,studied and reflected;3?Through the analysis and summary of the experimental results,we can get the effect and effect of the variable teaching of one problem and multiple solutions on the cultivation of junior high school students' mathematical thinking ability,and test the effectiveness of the teaching strategy of one problem and multiple solutions.To sum up,multiple solutions to one problem can be used as a new way to cultivate the ability of mathematical thinking.The author also gives a variable teaching case demonstration of multiple solutions to one problem,and through experimental research,it is found that it is feasible and effective.In the end,the author puts forward some suggestions to cultivate the ability of mathematical thinking through one problem with multiple solutions.