"Innovation is the soul of a nation's progress and an inexhaustible motive force for a country's prosperity." Cultivating and improving the innovation ability of the whole nation is a glorious and arduous historical mission entrusted by the party and the state to our educators. Therefore, as the main channel of education and teaching, classroom teaching will be the main position to cultivate students' innovative consciousness. Then, how to cultivate students' innovative thinking ability and improve mathematics quality in mathematics teaching? Combined with personal teaching practice, I think we should start from the following aspects. ?

First, enter the kingdom of mathematics and stimulate the motivation of innovative thinking?

When we look at the history of mathematics at home and abroad, we will find that there are rich treasures in it, such as China's classic works "Nine Chapters of Arithmetic" and "Zhou Pian", and the figures in the history of mathematics, such as Liu Hui, Zu Chongzhi, Hua and Chen Jingrun. Foreign classic works "Elements of Geometry", "Mathematics ―― Its Content, Significance and Method", and figures in the history of mathematics such as Descartes and Gauss are all precious mathematical cultural heritages. If classroom teaching can penetrate in time, it will greatly stimulate students' enthusiasm for exploring scientific truth. When Chen Jingrun was in high school, the math teacher Shen told the students a famous problem in number theory-Goldbach conjecture. Teacher Shen said: "Mathematics is the queen of natural science, number theory is the crown of mathematics queen, and Goldbach conjecture is the pearl of mathematics queen's crown." Teacher Shen's poetic words suddenly aroused Chen Jingrun's interest. If Mr. Shen's History of Mathematics had not been written, there might have been no future "mathematical superstar"-Chen Jingrun. ?

To use the history of mathematics to stimulate students' enthusiasm for innovation, we should first read a lot of books and browse the important classic works of the history of mathematics at all times and at all times. For example, Qian Baoyu's History of Chinese Mathematics and Liang Zongju's Outline of the History of World Mathematics. Only by mastering a wealth of mathematical historical materials can we easily extract relevant materials and apply them to practical teaching. Secondly, we should dig deep into the content of the history of mathematics in the teaching materials, penetrate into the classroom in time, and improve students' interest in learning and enthusiasm for innovation. Finally, we should seize the opportunity by using mathematical historical materials. When to quote and insert depends on the actual teaching situation.