1, select the right knowledge points and create creative thinking situations.
In teaching, in order to enable students to acquire both knowledge and wisdom, they must follow students' cognitive laws and attach importance to students' thinking process of acquiring knowledge. The formula for calculating the circular area in general primary school mathematics is derived by cutting and supplementing the circular area through the intuitive demonstration of teaching AIDS. This is undoubtedly a creative thinking process for primary school students.
When learning the calculation method of circular area, students have mastered the calculation formula of rectangular area. With the initial experience of learning the calculation method of parallelogram and triangle area by cutting and filling method, the leading role of teachers should be reflected in helping students establish assumptions, gradually expand reasoning and find solutions to problems. Teachers can design four thinking questions: ① Can a circle be transformed into a learned figure? ② What is the relationship between the length and width of a rectangle and the circumference and radius of a circle? If the radius of the circle is r, what is the length and width of this rectangle? ④ According to the calculation method of rectangular area, the calculation formula of circular area is sorted out.
Through the thinking of the above four questions, we can inspire students' thinking, and urge them to actively discover the law, master the law and creatively acquire new knowledge.
2. Draw inferences from others and cultivate students' creativity in thinking.
Teachers should master the strategy of inductive questioning. Among many problems, it will play a key role in students' autonomous learning if they can choose and refine the problems suitable for students' research and help them explore and think for themselves. For example, the teacher shows the exercise 1: Given that the circumference of a rectangle is 18cm and the aspect ratio is 5:4, what is the area of this rectangle? Students often mistake the sum of perimeters for the length and width of a rectangle. At this time, teachers should inspire students to think: what is the relationship between the distribution of length and width by 5:4 and the perimeter of a rectangle? In this way, students' thinking points are activated, and students understand that distribution according to a certain proportion is based on its specific corresponding quantity. On this basis, the teacher showed Exercise 2: The ratio of the length, width and height of a rectangle is 5:4: 2, and their side length is 44 cm. Please calculate the volume of this cuboid. Since the students' thinking point is activated, they will seriously think and reason and finally find the correct solution.
The design of the above-mentioned teaching links aims to promote students' comprehensive understanding and mastery, cultivate their initial logical thinking ability and improve their thinking quality by using learning methods such as hands-on, brain-thinking, verbal communication, observation and comparison, analysis and induction, and hypothesis deduction.
It is the requirement of the times to attach importance to the cultivation of students' creative thinking ability in primary school mathematics teaching. Teachers should carefully explore the creative thinking factors in teaching materials and carefully design the teaching process to promote the continuous development and improvement of students' creative thinking ability.