In the process of new curriculum reform, our teachers pay attention to bringing smiles into the classroom to relax students' nervous psychology; Bring expectations to students, and believe that they have the ability to solve problems step by step driven by enterprising spirit with respect, understanding, tolerance and self-confidence; Give enthusiastic encouragement when students make little progress. Moreover, students are more lively and bold than before, dare to make teachers' mistakes and have their own ideas. However, the quality of primary and secondary schools today is the quality of the Chinese nation in the future. Therefore, no matter from the point of view of primary school mathematics goals or from the requirements of society for education and talents, we must reform the current teaching situation, and truly change classroom teaching from the learning mode of "passive acceptance by students" to the track of "guiding students to carry out independent inquiry learning", so that students can not only master the learning results, but also experience the process of exploring knowledge, thus forming the ability to explore knowledge independently.

(1) teacher

Facing the teaching needs of the new era, there are some problems in primary school teaching at present. These problems have seriously affected the implementation of quality education and become the bottleneck of classroom reform. In order to really implement quality education, we must start with classroom teaching, correctly analyze the problems existing in classroom teaching in primary schools, and study the solutions, in order to better meet the needs of quality education in classroom teaching in primary schools. Under the guidance of new curriculum standards. The author thinks that teachers should play the following roles in the classroom: to be the organizer and guide of the teaching classroom, to stimulate the potential of learners, to cultivate students' interest in learning in the classroom, and to pay attention to students' individual differences in the classroom. The existing problems of teachers are: teachers explain more and students think less; Ask more questions and answer more, and study less; More operating memory and less innovation; Adhere to more consistency and less personality development; More scripted subjects, less intellectual activities; More explicit content, less invisible content; More tasks, less spiritual fun.

(2) students.

At present, in our math class, we still see teachers asking questions to students, but we can't hear students' questions. Questioning in class is still the teacher's "dominant", and students act as machines to passively accept knowledge, which is contrary to the view that the new curriculum reform emphasizes students' participation and teacher-student interaction. The survey shows that: (1) nearly 70% of students are not interested in math learning; (2) Students are seriously passive in class and lack the thinking quality of asking questions and thinking independently; (3) Students lack the consciousness and ability to actively explore knowledge.

Second, the cultivation of creative thinking in mathematics teaching

(A) create a situation to stimulate students' awareness of independent inquiry.

Zankov once said: "Teaching methods can play a highly effective role once they touch students' emotional and will fields and their spiritual needs. "Visible, to make students sprout the consciousness of independent inquiry learning, the premise is to create a certain teaching situation for them, stimulate doubts and desires, let students have full enthusiasm for the urgent pursuit of knowledge and active exploration, and let them naturally explore knowledge and solve problems independently.

For example, teaching the "Year, Month and Day" section, grasping the psychological characteristics of students' strong curiosity, asks several students before learning a new lesson: "How old are you this year? How many birthdays have you had? " Then he asked, "Grandma Wang just celebrated her 65,438+05 birthday at the age of 60 this year. Who knows why? " A stone stirs up a thousand waves. Some people say that he may remember wrong. Some people say that he couldn't afford his birthday because of poor living conditions in the past ... It's really a strange question for primary school students who don't have the knowledge of "year, month and day". Therefore, there is a strange desire for knowledge in psychology, which also stimulates students' awareness of independent inquiry learning.

(B) to guide learning methods and cultivate students' ability to explore and learn independently.

In classroom teaching, students are not only required to change from "learning" to "learning", but also to learn the rules creatively under the guidance of teachers. We should not directly give students ready-made knowledge conclusions, but guide them to experience the formation process of knowledge, guide them to explore knowledge, discover laws, master learning methods, and gradually cultivate their ability to explore knowledge independently.

For example, in the teaching of "Five-person Composition", teachers can guide students to explore knowledge independently and master learning methods in this way: (1) Hands-on exploration: let students take out small cubes and divide them into two parts as orderly as possible to see how many ways to divide them; ⑵ Abstract composition: Inspire students to summarize 5 compositions independently according to different points; ⑶ Inductive learning method: Let students review the process of learning the composition of 5 and summarize the two steps of learning the composition: first, divide the five objects into two parts in an orderly manner; Second, abstract the composition of numbers according to the situation of "points".

(3) Let go of the operation and provide students with learning space for independent inquiry.

Knowledge cannot be acquired only by teaching and imitation. In order to truly acquire knowledge, primary school students must be regarded as a small researcher, and teachers should provide relevant materials so that they can explore knowledge independently in hands-on operation, and actively perceive, understand, abstract and summarize knowledge. Only in this way can knowledge be truly internalized into the existing knowledge structure of students.

For example, how to remember the length of 1 cm when teaching the length unit "Understanding of centimeters and meters", so that students can first express the length of 1 cm by gestures, and then talk about which objects are about 1 cm in daily life? On the basis of understanding 1 cm, ask the students to measure the length of rope 1 m in cm and ask 1 m =? Cm, the students learned through group cooperation measurement that 1 m = 100 cm. Finally, they brought all kinds of rulers and asked them to measure the length of objects around them with rulers. Students are free to discuss and cooperate, and leave their seats for indoor and outdoor measurements. In this way, through hands-on, students can abstract into concrete, and it is easier to grasp the meaning expressed by length units. Students' thinking ability has been developed.

(d) Student-student interaction, providing a stage for students to explore and learn independently.

The teaching process is essentially a process of information transmission, and it is also a process of communication and cooperation between teachers and students. The traditional way of classroom cooperation is mainly one-way cooperation between teachers and students, which deprives students of the opportunity to explore knowledge, imprisons their thinking and stifles their enthusiasm and creativity in learning. Therefore, in teaching, we advocate group cooperative learning, which is a kind of communication and interaction between students. Because this kind of communication and interaction can best reflect students' subjectivity and is more conducive to carrying out inquiry learning. In group cooperative learning, students are the main body of learning. They dare to think, speak and do in a relaxed and harmonious atmosphere, which provides a good spiritual brewing for independent inquiry learning and a stage for students to explore independently.

(5) Pay attention to practice and deepen the cultivation of students' independent inquiry ability.

With the development of market economy, the relationship between mathematics and life is getting closer and closer. Therefore, in teaching, teachers must consciously guide students to actively explore the practical application value of mathematical knowledge and guide them to use their knowledge to solve some simple practical problems.

For example, after learning the volume calculation of cuboids and cubes, you can arrange an extracurricular practice assignment; Use tape measure, bamboo pole and other tools to measure the required data and calculate the volume of the cuboid cabinet at home.

(6) Pay attention to the innovation of homework.

Repeated exercises should be reduced and students should be encouraged to solve more than one problem.

For example, in the teaching of practical problems, students can be asked such a question: "A road with a length of 1.200m was built in Licun Township, and the 1/4 of this road was built three days ago. With this efficiency, how many days will it take to complete the road? " This kind of topic not only broadens students' thinking and communicates what they have learned, but also helps to cultivate students' flexibility and diversity in taking over, which has a positive effect on developing students' intelligence and opening up students' thinking space.

Primary school mathematics, as a basic subject, has a high degree of abstraction and strict logic, and contains rich factors and materials for the development of creative thinking, all of which have the possibility of obtaining the development of creative thinking in application. Therefore, we must seriously study the teaching materials, fully tap the favorable factors in the teaching materials, and try our best to guide students to analyze problems from multiple angles and levels.

For example, when teaching the surface area of a cuboid, I designed the following program.

1, let students intuitively understand the meaning of superficial knowledge through physical objects.

2. Example 1: How many square centimeters of cardboard are used to make a rectangular box with a length of 6 cm, a width of 5 cm and a height of 4 cm?

3. Guide the students to read the topic and find out how much cardboard is needed at least, that is, to find the surface area of this cuboid.

4. Discuss the calculation method of cuboid surface area in groups.

5. Exchange reports.

In addition, teachers should also pay attention to creating a relaxed learning atmosphere for students. Classroom atmosphere will affect students' learning mood. Therefore, in teaching, our teachers pay attention to bringing smiles into the classroom to relax students' nervous psychology; Give enthusiastic encouragement when students make little progress; Teachers should not easily say "no" to some opinions expressed by students, so as not to dampen their enthusiasm. And entertaining, so that students can learn happily. Junior students are naive, playful, have poor ability to restrain their own behavior, and their attention is easily distracted. Therefore, in teaching practice, teachers have designed many game activities suitable for junior students.