Cultivating students' innovative spirit and ability has become the trend of China's educational reform. In recent years, the party and state leaders have promoted "innovation" to an unprecedented height. The 17th National Congress of the Communist Party of China regards "improving the ability of independent innovation and building an innovative country" as the core of the national development strategy. As a basic subject, primary school mathematics is particularly important to cultivate students' innovative ability in teaching, which is one of the important contents of implementing quality education and the direction of primary school mathematics education reform. Let's talk about how to cultivate students' innovative ability in primary school mathematics teaching.

First, the flexible use of teaching materials to cultivate students' innovative thinking

In order to play the role of "guide" in teaching and guide students to actively participate in learning, teachers should take students' development as the foundation, use teaching materials flexibly and design teaching procedures scientifically. Textbooks are immutable, and the learning materials provided by textbooks are very limited, which is often not enough to support students' extensive and in-depth inquiry activities. This requires teachers to make flexible rectification of teaching materials on the basis of fully understanding the editor's intention and combining with the specific situation of students, so as to make the teaching materials full of vitality and meet the needs of students' development. For example, after learning the knowledge of cuboids and cubes, I want to further let students experience the sense of space of three-dimensional objects and consolidate what they have learned. Let students experience multidimensional perception from a book about cuboid cubes. I designed the following links: first, divide the students into groups, and then send 8 tapes to each group. Show the students the question: 1. How many packing methods can you think of? 2. What are the characteristics of each method? Calculate their respective volume and surface area. 3. What is the most economical packing method? 4. Try to pack it yourself. Through students' hands-on operation, through installation, testing, comparison, watching, trying and discussing, find out the most suitable method. Through practice, students' understanding of cuboids has been sublimated from perceptual to rational, and from thinking in images to abstract thinking, thus cultivating their innovative thinking. Enable students to understand knowledge comprehensively and deeply.

Second, encourage students to question and ask difficult questions and cultivate their innovative consciousness.

Einstein once pointed out: "It is often more important to ask a question than to solve it". As we know, students' asking questions in their study is a manifestation of their active thinking, and it is also the beginning of their in-depth understanding of certain issues. Therefore, in teaching, teachers should truly regard students as the masters of learning, trust and respect every student, love and encourage every student, and always pay attention to the release and stimulation of emotions. Every kind address, friendly eyes, expectant eyes, caring gestures and loving smile of teachers can virtually shorten the emotional distance between teachers and students, form a cohesive force, thus creating an emotional voice, and actually creating an equal, tolerant, respectful, understanding, harmonious and pleasant learning atmosphere.

Students feel that they have truly become the masters of learning, and they can speak freely, play freely and question boldly. This will help to tap students' innovative consciousness, and then they will think what others have never thought of, say what others have never said, and ask questions at a certain level.

To cultivate students' ability to ask questions, teachers should do the following: first, protect students' curiosity and not reprimand and ignore some strange questions raised by students; The second is to encourage students to question and create questioning situations. After the teacher shows the question, don't be busy answering it, but ask: Who can answer this question? Who has more methods to compare? Who is the "elf" in our class? After speaking, you should ask: Who has any questions? Does anyone have a different opinion? Teachers should use such language to encourage students to think positively and question boldly; Third, teachers should guide questions, grasp the essence of questions and improve the level of questioning. Teachers should cover all these aspects, so as to cultivate students' good habit of asking questions and develop students' thinking of seeking differences. There are thousands of reasons why children are always naive and lively before entering school, but after finishing primary and secondary school, they rarely ask questions, almost none. Do they all understand? No, it's just that our education has intentionally or unintentionally suppressed their curiosity and motivation to question. For example, after teaching the basic nature of fractions, I asked the students, "Are there any questions you don't understand?" Students have raised their hands and asked questions: Why do you want to add the word "du"? Why do you want to add the word "same"? Why divide by zero? The numerator and denominator of a fraction are the same number. Does the size of the score remain the same? Then I guide the students to carefully observe the illustrations and equations in the textbook and let them discuss these problems. The students expressed their opinions, and the classroom atmosphere was very warm. As a result, the students not only clarified these problems, but also cultivated their thinking ability. Third, carry out colorful extracurricular activities to cultivate students' innovative ability.

Extracurricular activities of primary school mathematics are the extension and development of classroom teaching. According to different students' interests in mathematics, we can carry out various forms of extracurricular activities in mathematics, such as organizing some math knowledge contests, math interest groups, math lectures, weekend math evenings and so on. It is of great significance for students to discover mathematical problems from life and social phenomena, explore and think about problems existing in social phenomena, analyze, design and solve problems by themselves through mutual communication, discussion and inspiration among students, and cultivate primary school students' innovative ability.

Fourth, guide students to learn to observe.

Sharp observation is the starter of innovative thinking. Before observation, it is necessary to put forward clear and specific goals, tasks and requirements for students, give timely guidance in the process of observation, scientifically apply intuitive teaching AIDS and modern teaching techniques, and support students to make detailed and in-depth observations on research issues, thus cultivating students' strong interest in observation. For example, when teaching the understanding of a circle, I tie a small ball at each end of a thin line, and then shake one of the small balls to make it rotate into a circle. Guide students to observe the process that one end of the ball is fixed and the other end rotates once to form a circle when shaking. Q: "What did you find?" The students spoke in succession: "The ball rotates to form a circle." "The ball always revolves around the center and won't go anywhere else."