First, stimulate students' thirst for knowledge through teaching. Interest is the best teacher. As long as students are curious, their enthusiasm will be improved and their thinking will be more active. If teachers can fully stimulate students' interest in learning and stimulate their positive thinking, it will be more conducive to promoting and developing students' creative thinking ability. In classroom teaching, teachers should be good at combining the characteristics of junior high school students, stimulating and catering to their psychology, making them produce * * * sounds, and guiding them to think deeply and explore constantly. For example, before talking about the linear equation, choose an example: "One hundred monks have one hundred buns, one big monk eats three, and the other three little monks eat one. Just finished eating, how many big monks and how many small monks are there? " Because students have been exposed to simple equations in primary school, because of the humor of the examples themselves and the curiosity of the students themselves, they will actively participate in the process of finding solutions, and their enthusiasm for learning new knowledge will be fully mobilized. This not only aroused students' interest and thinking, but also deepened their impression of the content to be studied in this section and their understanding of the significance of learning each small concept well. In this way, students will be more interested in learning this lesson. Junior high school students have great creative potential, but this potential needs constant encouragement to produce.

Second, cultivate students' imagination through teaching. Imagination is the wing of thinking exploration. Guiding students to imagine mathematics in teaching can often shorten the time of solving problems, gain opportunities for mathematical discovery and exercise students' creative thinking ability in mathematics. For example, when learning the area of parallelogram, the teacher can let the students look at the blackboard (usually rectangular) and let them calculate its area. Students can use what they have learned to solve this problem quickly. Then take out the prepared parallelogram and ask the students to calculate the area of the parallelogram. According to junior high school students' natural curiosity and enthusiasm for exploring unknown areas, we can make the following guesses based on previous knowledge: 1, and the area is the product of the length of long side and short side. 2. The product of the long side and its height. 3. The product of the short side and its height. At this time, the teacher writes one by one on the blackboard, and students will have a sense of accomplishment when they see their thinking results affirmed, thus inspiring students to take the initiative to imagine and explore.