Rogers said: "The general conditions of creative activities are psychological security and psychological freedom. Only psychological security can lead to psychological freedom and a free learning environment. Only in this teaching atmosphere can students dare to think, speak, do, speak and innovate. Then, this requires our teachers to change their roles from authoritative lecturers to good friends and instructors who discuss problems with students. We should bring smiles into the classroom to encourage students. Only in this way can students' vigilance be eliminated. Students often enjoy it and actively innovate, which is especially needed in mathematics classroom learning and the key to cultivate students' innovative consciousness.
For example, when teaching "features divisible by 2 and 5", the teacher asked the students such a question: "As long as you can name a number. I know whether it is divisible by 2 or 5. " Out of strong curiosity, the students scrambled to say bigger numbers, trying to confuse the teacher. When the teacher judges accurately and quickly, the students' curiosity turns into curiosity and asks the teacher, "Why can you judge accurately and quickly?" I really want to know the secret, so I actively learn the characteristics of numbers divisible by 2 and 5. Because of their strong interest in learning, some students also asked, "Does the number divisible by 3, 7, 9, 1 1 also have characteristics?" Students' innovative consciousness has been cultivated.
Second, highlight the theme of teaching, to stimulate students to explore and innovate
Innovation is always associated with autonomy. As teachers, we must establish the concept that "the classroom belongs to the students". Teachers will never replace others who can explore for themselves. Teachers never hint that students can find anything independently. They should give students as much activity space as possible, have more opportunities to express themselves, experience the joy of success, overcome the phenomenon of teacher-centered and teacher-led classroom, and advocate students' debate and discussion and originality. Really let students learn, explore, develop and innovate independently.
For example, when teaching "Calculation of Rectangular Area", I proposed to lay a carpet in a room 6 meters long and 4 meters wide. There are three widths of 1 m, 2 m and 4 m in the store for students to choose freely. Some say "it is convenient to buy 1 meter"; Some said, "buy a 4-meter shop with a beautiful interface"; Others said, "It's convenient and economical to choose 2 meters, and you don't have to lie under the bed."
In the process of teaching, the democratic teaching atmosphere makes students in a relaxed and happy psychological state. Students question and ask difficult questions, think freely, and the bud of innovation consciousness is protected, which will gradually form the consciousness of daring to innovate.
Third, encourage students to question boldly and cultivate innovative spirit.
The ancients said: "Learning is expensive and doubtful, learning is expensive and doubtful." With "doubt", we will find out what it is and gain new knowledge. It can be said that doubt is the beginning of innovation, solving doubts is the process of innovation, and answering questions is the result of innovation. Therefore, in teaching, teachers should pay attention to the cultivation of questioning spirit and ability, encourage students to question boldly, ask more "why" and "how to do it", dare to challenge authority and dare to ask questions that confuse teachers and classmates. Moreover, teachers should create more situations and opportunities for students to ask questions in class, transfer the right to ask questions from teachers to students, and let students develop the good habit of "being good at finding problems, daring to ask questions and daring to debate problems". Because only "doubt" can lead to "thinking", and generate can spark innovation and bring new dimensions to thoughts. At the same time, for students who love to ask "why" and strange questions, teachers should not pour cold water on their self-esteem, and the region should give guidance to protect their enthusiasm for asking questions. In addition, teachers should pay attention to the way of asking questions, let students solve their own doubts, and never help each other. For students who have devoted themselves to solving doubts, we should organize them to actively discuss, debate, turn over books to find information, etc. And try to find ways and means to solve the problem. They should be good at throwing students' questions and let them finish them themselves.
For example, why can't the denominator of a fraction be zero, and why should fractions with different denominators be added and subtracted first? As soon as the question was raised, the students were interested, active in thinking and active in speaking. Students' initiative has been brought into play, and they are more eager to learn, good at learning and willing to learn. Therefore, in the usual classroom teaching, we should be good at guiding students to question. Asking questions is the beginning of thinking and the foundation of innovation.
Fourth, carefully design open exercises to cultivate students' innovative consciousness.
A mathematician once said, "Mathematical exercises are like sharpening stones, which sharpen students' thinking. Open exercises such as "multiple solutions to one question, multiple questions and changing questions" are common in mathematics teaching, which are good materials for training students' innovative thinking and cultivating their innovative consciousness. Therefore, it is an effective way to cultivate students' innovative consciousness to fully express students' personality, stimulate innovation space, let students do it themselves, use their brains to talk, find problems and solve them. For example, after teaching the volume calculation of a cone, I designed an exercise to find the volume of a cone model with a ruler, a string and a rectangular container filled with water. The students had a heated discussion and finally came up with various schemes to find the volume of this cone. This kind of problems can not be solved simply by imitating examples and mechanically applying formulas, but by students' hands-on practice, comprehensive application of what they have learned and creative solution. As long as such exercises are carried out frequently, it will certainly promote the development of students' creative thinking.
In short, the times call for innovative talents, and innovative talents need education. School classroom is the main position to cultivate students' innovative consciousness and ability and teach students innovative methods. Every educator should be based on cultivating students' innovative ability, boldly reform classroom teaching, guide students to explore and innovate in a timely and appropriate manner, and cultivate more innovative new people of the times for the new century.