Yingsheng observation answers for you: innovative ability refers to the ability to complete innovative work, and the requirements are relatively high. As a front-line math teacher, how to cultivate students' innovative ability? Teachers should pay attention to cultivate students' curiosity, interest in new things, and constantly cultivate their desire to find and ask questions, and have a desire to innovate, try to do things that are new to themselves and have never been thought of or done before, and solve problems with learned mathematical methods.

First of all, the sense of innovation should run through the whole process of mathematics education.

For children, curiosity is nature. They have many questions. They are fresh and imaginative about everything. It is the teacher's duty to protect and stimulate students' curiosity. Only when students have a sense of innovation can they always take the initiative to solve problems with the best, best and novel methods. It is necessary for students to do some exercises instead of asking them to do problems blindly, which can help students improve their reasoning ability and help them better understand and master knowledge and skills. For a long time, some problems in mathematics education in China are that excessive and blind exercise training just to cope with exams not only fetters students' curiosity and imagination. Every class should pay attention to cultivating children's innovative consciousness. Ask students more "why"; "Is there a better way"; "If you think about it from this aspect, what do you think of"; What do you think of when you see this situation? "

For example, the exercise of the lesson "Surface area of cuboids and cubes" in the first volume of the fifth grade of People's Education Press: a newly built swimming pool, 50 meters long, twice as wide and 2.5m meters deep. Now, you need to paste tiles around and at the bottom of the swimming pool. How many square meters of tiles do you need to paste?

Students read the question: "How many square meters of tiles do you need to paste a * * *?" Immediately understand that this is to find the surface area of the swimming pool. Students read the conditions: "Tile around the pool and the bottom of the pool", knowing that this refers to the left, right, front, back and bottom of the pool. Students get the formula through analysis:

50÷2=25 (meters)

50×25+25×2.5×2+50×2.5×2

At this time, I asked the students, "Is there a simpler calculation method?" Students observe the needs of formulas and calculations at the same time, left and right, before and after.

So we can do this: 50×25+(25×2.5+50×2.5)×2.

It needs to be calculated twice before and after the left and right, so we put the formula in brackets and multiply it by 2 outside the brackets, which means it is calculated twice.

Under my constant questioning, students' innovative consciousness was stimulated. Students use the multiplication distribution rate they have learned to achieve the optimal method of calculation and problem solving.

Second, from "analyzing and solving problems" to "discovering and asking questions"

The new curriculum standard of mathematics puts forward: "Learn to find and ask questions from the perspective of mathematics, comprehensively apply mathematical knowledge to solve simple practical problems, enhance application awareness and improve practical ability. Get some basic methods to analyze and solve problems, experience the diversity of solving problems, and cultivate innovative consciousness. " The new curriculum standard emphasizes "analyzing and solving problems" and "discovering and putting forward problems", which is the development of mathematics curriculum objectives. In fact, it is to emphasize innovation and cultivate students' innovative consciousness.

For example, in the first volume of the fifth grade of People's Education Press, the basic nature of fractions, I asked students to preview the text before class, and then try to complete the exercises in the book after previewing. According to this lesson, what is your confusion? Please ask a valuable question. It is not difficult for students to learn this lesson by themselves with the basic knowledge of the invariable law of quotient and the meaning of fractions. In class the next day, two students raised two valuable questions.

Question 1: Can the numerator and denominator of a fraction be multiplied by a decimal at the same time without changing the size of the fraction?

Question 2: Why is the numerator and denominator of a fraction multiplied or divided by the same number (except 0) at the same time, while the mathematical size remains the same?

Put forward and solved two valuable problems. I ask the students to answer these questions, and I will supplement them. Although most students' questions are of little value, I remind students to ask a valuable big question around the focus of this class in class. Students' problem awareness has been well cultivated, and students have learned to ask valuable questions and innovative meanings, and they will ask questions independently, thus gradually cultivating students' problem-solving ability.

Third, comprehensive practical activities are an important carrier to cultivate innovative consciousness.

Teachers should give full play to the characteristics and functions of integration and practice as "learning activities based on problems and students' independent participation". Let students experience various activities such as observation, experiment, induction, abstraction, generalization and conjecture, and experience the whole process of finding, asking, analyzing and solving problems. This process lays a solid foundation for students' future innovation.

Our front-line teachers should always cultivate students' innovative ability, pay attention to protecting students' learning curiosity, cultivate students' innovative consciousness, find problems, analyze problems, solve problems, and plant innovative seeds for students.