First, let students learn to learn and master the sustainable development of technical learning is the process of continuous improvement and development of people's own initiative and creativity.
1. As human beings step into the knowledge economy society, learning to learn has become the basic skill for modern people to survive and develop. Helping students to establish lifelong learning awareness and motivation is an internal force that directly promotes students' learning. Motivation is essential for learning to break through the limitations of time and space and extend people's lives. In teaching, we should pay special attention to the relationship between old knowledge and knowledge to be taught, use the power of knowledge itself to attract students to learn, and create some learning situations that students are interested in and close to life, so that students can experience the joy of learning and help them establish the consciousness of lifelong learning.
2. Guiding students to master learning methods Learning methods is the result of standardization of various ways, means and approaches in the learning process. Students can't be born with it, nor can they master it spontaneously in the process of learning. Teachers need to guide and train consciously and systematically in teaching. For example, reading is an important way for human beings to absorb knowledge and understand the unknown world. Mathematics has penetrated into all aspects of social life. Cultivating students' mathematical reading ability must be conducive to their future development. In teaching, teachers should consciously guide and train students step by step according to four stages: teachers help students to read, teachers ask students to find reading, read according to the outline, and let go of reading, and five levels: recognition, repetition, summary, cross-reading and questioning, so as to steadily improve students' mathematics reading ability.
3. The methods and abilities to improve students' learning ability can not be obtained by indoctrination. In teaching, students should be given training opportunities to internalize their skills gradually and become their routine behavior. For example, "self-examination and self-examination" can be carried out in senior grades to replace the previous "review unit examination", and students can be encouraged to find suitable topics from reference books, jump out of the scope of textbooks and move forward in their fields of interest. In this way, teachers can infer students' knowledge mastery and ability development level from the coverage and difficulty of students' questions, and then provide targeted counseling. In the process of self-examination and evaluation, students' learning ability has been comprehensively trained.
Second, let students be good at cooperation and ensure sustainable development. Today, the world has gradually merged into a whole, knowledge has increased at twice the speed, and competition has become increasingly fierce.
1, the way of personal struggle will greatly limit personal development, and the ability of communication and cooperation is the basic ability of modern people's survival and development. It should be one of the important goals of mathematics education to let students learn to learn mathematics in cooperation. Create opportunities and cultivate the spirit of cooperation. Nowadays, primary school students are generally only children, with strong self-esteem and self-awareness, and are not good at communicating and cooperating with others. It is necessary to skillfully set up obstacles, so that students who want to finish independently can experience the pain of failure without group cooperation, and students who actively cooperate in the group can experience the joy of success, so that students can realize that not everything can be done independently, so that students can voluntarily integrate into group activities and finish quickly. Let students get rid of selfish, closed and uncooperative personality weaknesses in cooperation with others, so as to cultivate students' cooperative spirit.
2. Learn to communicate and master cooperation skills. Whether the communication and cooperation between students is smooth and harmonious depends on whether students master certain communication and cooperation skills, and can focus on training students to learn to listen and speak. Learn to listen, including paying attention when others are talking; Remember the main points of others' speeches and don't interrupt them casually. Learn to speak, including expressing your thoughts around the topics discussed; Be prepared before speaking, and make a complete and concise speech; Speak in a gentle voice; When others make suggestions, listen first and then give your reasons.
3. Create conditions to ensure cooperation time. From the actual classroom teaching, it is not difficult to find that the lack of group cooperation time often makes cooperation a "gaudy but useless" flower shelf. In my opinion, teachers should try to reduce the time for teachers to explain, give students enough time to discuss and communicate, let students solve knowledge problems face to face, do experiments in friendly cooperation, and discuss right and wrong enthusiastically. Don't forget, this is the time when students' thinking sparks are the brightest.
Third, let students dare to innovate and develop the potential of sustainable development. The implementation of innovative education is to develop students' potential in the future. The innovative education of primary school students is not to guide students to discover and create things that human beings have not discovered and created, but to lay the foundation for becoming innovative talents in the future.
1. The key to innovative education for primary school students is to cultivate students' innovative courage. Create a good atmosphere and protect children with innovative impulses. They are naturally curious and like to ask questions. They all have keen insight into problems. However, due to their limited knowledge, experience and thinking ability, the questions they ask may be naive or may not look like "questions" at all. At this time, in order to cultivate students' innovative consciousness in the classroom, teachers must create a good learning atmosphere for students and truly regard themselves as a member of the students. Try to talk to students in a consultative tone. Students think freely and dare to speak and ask questions in a relaxed atmosphere, which protects students' innovative impulse. In this atmosphere, students will participate in learning happily, enthusiastically and actively, and their innovative consciousness will emerge and develop effectively.
2. Providing opportunities for inquiry and stimulating enthusiasm for innovation Mathematics teaching is the teaching of mathematics activities, not just the teaching of the results of mathematics activities. Only the teaching that promotes students' active participation and exploration is a successful teaching. In mathematics classroom teaching, teachers should provide students with learning space for independent exploration, so that every student has the right to participate and the opportunity for positive development, which will certainly help to cultivate their ability to discover, create and use mathematics. Teachers should carefully explore the "innovative factors" contained in the teaching materials, provide the necessary research "materials" for students' new knowledge, let students display their talents in the process of exploring and solving mathematical problems, satisfy their desire for exploration and stimulate their enthusiasm for innovation.
3. Cultivating divergent thinking and giving innovation space divergent thinking is the basic physiological activity of innovation. Psychologist guildford once pointed out that divergent thinking is the core of creative thinking. Training divergent thinking can prevent mindset, mobilize the internal driving force of cognition, cultivate the ability to observe, analyze, understand and reflect things from different angles, and promote the formation of consciousness of seeking differences. In the process of seeking different solutions, students show flexibility, uniqueness and innovation in thinking. At the same time, students are allowed to choose their own methods, develop their personality and enhance their self-confidence in learning, which has a broad space for innovation.