1, in order to cultivate students' innovative consciousness, delve into teaching materials, tap the potential fun in teaching materials, and turn bitter learning into happy learning, it is to let students discover, analyze and create in the process of learning knowledge, and make a dynamic analysis of teaching materials. There are two ways for students to acquire knowledge: one is to rely on their own exploration and discovery; The second is to get it by telling others. "Discovery" has initiative, including not only exploration, hypothesis, reasoning, judgment, imagination and conclusion, but also evaluation, correction and inspection, so it is also a creative thinking process. Teachers delve into teaching materials, and on the basis of clarifying the knowledge structure, update their educational concepts, change their views on education, life, quality and students. I believe that all students want to innovate and everyone can innovate. In the teaching process, a new teaching mode with active participation, active exploration, active thinking and active creation as the basic learning methods is formed. Focus on analyzing students: "Can you see this phenomenon yourself?" "Can you find this rule yourself?" "Can this formula be derived by itself?" "Can this conclusion be summed up by yourself?" Analyze and think about the content to be taught, narrow the teaching scope as much as possible, fully develop materials for students to explore and discover, and provide material support for cultivating students' innovative thinking. Students should be regarded as independent people, developing people and potential people, and their positive role should be given full play, so that they can become the main body of independent activities and self-education. 2. Cultivate students' innovative consciousness in the process of exploring knowledge (1). Creating situations to stimulate students' thinking interest is students' positive cognitive tendency to learning, and students' interest in learning is caused by the learning process. In teaching, teachers should make use of students' curious, active and competitive psychological characteristics to create a situation for students to learn mathematics, so that all kinds of senses are in the most active state and attract students' great attention, thus providing the best psychological preparation for participating in learning. For example, when teaching "the characteristics of numbers divisible by 2.5", I use the method that students ask questions and teachers answer them. I didn't even think about it. I quickly reported whether the number of students could be divisible by 2. The students are very surprised at the speed of the teacher's judgment, eager to explore the mystery and pay attention. This is the best time to teach. Teaching practice has proved that a person who has a strong interest in learning will take acquiring new knowledge as his inner need. It can be seen that a strong interest is the premise of prompting students to participate in learning and an important condition for students to succeed in learning. (2) Intuitive operation and enlightening thinking psychology show that thinking often begins with action. To solve the contradiction between the abstraction of mathematical knowledge and the visualization of students' thinking, the key is to rely on hands-on operation to inspire students to observe with their eyes, think with their brains, discuss with their mouths and distinguish with their ears. For example, when I teach "the area of a circle", I fully let students cut, divide and spell, so that students can find in practice that the more copies of a circle, the closer the figure is to a rectangle; It can be spelled into rectangle, parallelogram, triangle and trapezoid, from which the formula for calculating the area of a circle can be derived. This kind of operation can give students more initiative in learning, which is conducive to cultivating flexibility and creativity of thinking and improving their ability to deal with emergencies. But also fully tap and reflect the potential of students' intellectual activities. (3) Independent Inquiry and Development Innovative talents should be good at independent thinking and dare to put forward different opinions. I advocate not only group cooperative learning in classroom teaching, but also cooperation among students.