“一题多解”是当前教学研究的重要问题之一，其在深化教学理论研究、 变革教育实践等方面都具有实际意义。然而，当下“一题多解”的实施面临着 诸多困境，在教学实践中多以解法罗列为主，学生解题活动缺乏系统理论指导。

通过教学观察不难发现，数学思想方法能够为学生认知和解决问题提供 有力支撑，其在引导学生探究数学本质、建立问题解决的元认知等方面发挥着 重要作用。因此，数学思想方法指导“一题多解”或为一条可行路径。

基于此，文章通过文献研究法和调查研究法，对数学思想方法指导“一题 多解”教学策略进行了分析，具体工作如下：

在理论方面，文章结合“数学问题解决的RMI原则”“问题解决的心理机 制”“学生发展观及数学教育观”，论证了数学思想方法指导的合理性；

在实践方面，藉由具体调查实践，结合受访师生的意见及相关性分析进一 步探究了数学思想方法指导“一题多解”的可行性。

最后，文章还就该策略实施提出了针对性的应用分析与路径探究，以期为 数学思想方法指导解题教学提供部分参考。

A Multiple-Solution Task (MST) has become one of the critical issues in current teaching research, with significant practical implications for deepening the research of teaching theory and transforming educational practice. However, the implementation of MST is facing dilemmas, where the focus is often on listing different solutions without providing systematic theoretical guidance for problem-solving activities.

Through classroom observations, it is evident that mathematical thinking and methods can provide the powerful support for cognitive processes and problem- solving abilities. These mathematical thinking and methods play a crucial role in guiding students to explore the essence of mathematics and establish metacognitive frameworks for problem-solving, potentially serving as a viable approach to directing MST.

Based on this, through the literature research and survey research, this article analyzes the teaching strategy of“MST guided by mathematical thinking and methods”. The specific work is as follows:

In terms of theory, the article combines“RMI (a widely used principle of mathematical problem-solving)”,“psychological mechanism of problem-solving”and“the development of students and mathematical education”to demonstrate the rationality of the strategy;

In the practical aspect, the feasibility of “MST guided by mathematical thinking and methods”was further explored through an investigation.

Finally, the article also proposes the targeted analyses of application and potential pathways for this strategy, aiming to provide a reference for using mathematical thinking and methods to guide problem-solving instruction.