For primary school students, it is an innovation that people's possibilities are developed and their potential abilities are realized. The existing mathematical cognitive structure and life experience in primary school provide the possibility to explore and solve mathematical problems alone, and also lay the foundation for innovation. In classroom teaching, it can provide students with huge exploration time and space, directly let students try and solve problems, avoid the inhibition of teaching material demonstration and teacher explanation on students' thinking, and is of great benefit to cultivating students' innovative ability. When teaching some simple addition and subtraction algorithms, the teacher displays 1 13+59 without prompting, and encourages students to think boldly, discuss actively and try boldly to see who has more methods and who has the simplest method, and all kinds of solutions can appear:1/kloc-0+59+.

1 13+50+9, 13+60- 1, 120+59-7, thus eliminating students' dependence, cultivating enterprising and self-confident spirit and creativity.

Second, encourage students to explore and discover, and give them a sense of accomplishment.

Suhomlinski said: "The art and skill of teaching and education lies in exerting the strength and possibility of each child and making them feel the joy of success in mental work." Therefore, teachers should pay attention to creating opportunities for students to succeed, show students' bright spots in classroom activities, and let students experience and enjoy the happiness of success. For example, ask students to calculate that the bottom diameter of a cylindrical barrel is 2.8 decimeters and the height is 3 decimeters. How many pieces of iron does it take to make this bucket? How many liters of water can you hold at least? Answer: ① The bottom area is 3.14× (2.8 ÷ 2) (2.8 ÷ 2) = 6.1544 (square decimeter) lateral area.

3. 14×2.8×3=26.376 (square decimeter) requires iron sheet 6. 1544+26.376=32.504 (square decimeter) ≈32.5 (square decimeter) ② Volume: 6.12.

At this time, a classmate raised a question. The required iron sheet is about 32.5 square decimeter, and the barrel is 0.0304 square decimeter short. If the volume is about 18.5 liters, water will overflow from the bucket. This student speaks with facts and can think independently, which is an expression of innovative significance. It should be encouraged enthusiastically, so that students can be motivated by success and happiness.

Third, encourage students to express different opinions.

According to the needs, organize students to debate the questions raised by teachers and students in the form of group discussion, which effectively stimulates students' innovative thinking. On the basis of teaching the calculation of the circumference of a circle, the author guides students to deduce the formula of a circle, s=πr? Then ask the students: "What conditions do you need to know to calculate the area of a circle?" Most students answered that they must know the radius r to find the area. I also affirmed and summarized it. A student raised his hand to show that he disagreed with the teacher. Think s=πr? If we know d, then d=c/π and r = d/z.

The student's answer immediately confirmed to the whole class and explained to the students that the final result of using s√: is to know R, but we can find the answer through different channels in the process of finding R.

Fourth, be flexible and improve innovative thinking.

Generally speaking, most application problems in primary schools can be solved by arithmetic, equation and proportion. For example, "the installation team installed a water pipe with a length of 275 meters, and it was installed 165 meters in the first three days. According to this calculation, how many days will it take to pack the rest? " After discussion among students, the following ideas to solve the problem are drawn:

4. 1 Solve by arithmetic. It is required that the rest should be loaded in a few days. It is necessary to know how many meters are left in the water pipe and how many meters are loaded every day. The number of meters of water pipes written on it is

(275- 165) meters, and the remaining installed meters per day are the same as those in the previous three days, that is, (165÷3) meters, from which the formula (275- 165)+( 165÷3) is obtained.

4.2 Solve by equation. Through the analysis, we can see that there is the following equivalence relationship in the problem: the number of meters installed in the first three days+the number of meters installed every two days = the total length of water pipes. Solution: Assuming that the rest needs X days to install, then 165+( 165÷3)x=275.

4.3 Use proportional solution. Through analysis, we know that when the number of meters installed every day is fixed, the number of meters installed is directly proportional to the number of days needed. Solution: Assuming that the remaining water pipes need x days to be installed, then165/3 = (275-165)/x.

Fifth, cultivate students' creative thinking with the help of teaching materials.

With the help of textbook content, students constantly get simple problem-solving methods in seeking differences, and gradually tend to be innovative, which is conducive to developing students' innovative ability. For example, junior students look at the carry addition table within 20 and see its arrangement law; When teaching oral arithmetic, let students think of no

The same oral calculation method; After studying the application of percentage, let's show it: 60% of the total length is completed in 6 days after building an 8000-meter-long expressway. According to this calculation, how many days will it take to complete? When students solve this problem, they can use the number "8000m" in the formula of 8000÷(8000÷60%÷6)-6, or they can not use the number 1 ÷( 60% ÷- 6), or they can list it as 6 × and ask students to discuss it in groups. Through discussion and communication, students found that there are many solutions to this problem, which can be both concrete and quantitative. The formula is120 ÷ (120× 40% ÷ 4)-4, or not, the formula is1÷ (40. You can find a few solutions with or without a specific number, and then let students find the best ideas and methods through analysis, comparison and optimization.

Sixth, with the help of extracurricular materials, cultivate students' creative thinking

Introduce examples in teaching to make students think about math problems. Hua and his wife go to buy watermelons. They have a shop selling watermelons downstairs. There are two kinds of watermelons in the shop, one is 2 yuan and the other is 5 yuan. Everyone is around to buy small ones. Let his wife choose the big flowers. After buying it, he asked him why the small one was cheaper than the big one. Hua said that he ate watermelon because it was big. From this point of view, none of the three small ones is as big as the big one. His wife asked how thick the watermelon skin was. Hua said that you ate three watermelon peels in terms of size! His wife also smiled. After telling the story, I asked my classmates how to calculate the volume of the ball. The author gives the radii of two spheres 5 and 7 for students to calculate.