First, stimulate interest and make students willing to think
Thinking is a complex process in which intelligence factors and non-intelligence factors * * * participate and interact with each other. Thinking with enthusiasm is futile, thinking without enthusiasm is dull and heavy, which is not conducive to the cultivation of students' independent thinking ability and habits. Therefore, to cultivate students' independent thinking ability, we should not only pay attention to the consolidation of students' basic knowledge of mathematics, but also pay attention to the stimulation and cultivation of students' interest in learning mathematics. Only by stimulating students' strong interest in cognitive objects can students take thinking as fun, devote themselves to learning with full learning enthusiasm and start thinking positively and happily. Therefore, in teaching, we should not start teaching step by step, but use teaching methods flexibly, such as introducing running water, using modern information technology and adopting situational teaching method. Create a dynamic and open teaching for students and let them feel the fun of teaching. Only in this way can we ignite the flame of students' inner knowledge, stimulate students' positive learning emotions, make students take learning as fun, take the initiative to participate in it and start thinking happily.
Second, ask questions seriously and let students think positively.
"Learning begins with thinking, and thinking begins with doubt." Questioning is the key to innovation and can stimulate students' independent thinking and positive thinking. In traditional teaching, the teacher takes explanation as the center and explains every knowledge point in detail and thoroughly. It can be said that it is fed to the students after chewing, and the students have no time to think at all. Over time, they will become heavily dependent, ignorant and unable to think. Therefore, in teaching, we should be good at using the art of questioning, stimulate students' curiosity with questions, arouse students' confusion, guide students to explore actively, and open active thinking in exploration. For example, when learning "the understanding of rectangles and squares", if students are directly told the characteristics of rectangles and squares, they will fall into passive and mechanical acceptance and lose the right to think. Therefore, we can ask questions seriously and guide students to think positively. 1. How many sides and angles do rectangles and squares have? 2. Measure the length of each side of rectangle and square and the degree of each corner. 3. What do you find by comparing each side and each corner of a rectangle and a square? A stone arouses a thousand waves, which can not only arouse students' emotional ripples, but also stimulate students' strong motivation to explore and start active thinking. Each group of students actively use their hands and brains, think positively, and record carefully, so that students can find, analyze and solve by themselves, and then draw conclusions. In such activities, students are no longer passively participating and accepting, but actively building new knowledge in positive thinking and thinking.
Third, guide questions and let students learn to think.
As the saying goes, "It is better to teach people to fish than to teach them to fish." The core link of cultivating students' independent thinking ability is to let students learn to think. Therefore, in teaching, we should not only pay attention to teachers' questions, but also create a democratic teaching atmosphere for students, encourage students to dare to question and ask questions, get rid of the shackles of textbooks and thinking, and provide students with a stage to show themselves. Only in this way can students think deeply in essence, carry out creative cognitive activities and really learn to think. For example, when learning "the understanding of rectangles and squares", the teacher raised three questions. The students measured the length of each side of a rectangle and a square with a ruler, and came to the conclusion that the opposite sides of a rectangle are equal and the four sides of a square are equal. I see many students seem to have something to say. At this time, I did not ignore the students' strange eyes, but smiled and encouraged students to express their different views, giving students the right to speak in teaching and letting them speak freely. At this time, some students suggested that you can know the characteristics of the sides of rectangles and squares without measuring with a ruler, such as folding the graphics in half or comparing the sides directly. In such a free and happy teaching, students are not limited to textbooks and so-called standard answers, but can truly reflect the subjectivity and initiative in learning, and can think from multiple angles in combination with what they have learned and life experience, so as to realize the reprocessing and integration of knowledge and experience. Only in this way can students really learn to think and help them form the good habit of independent thinking.
Fourth, encourage students to fall in love with thinking in time.
A famous child educator once said: Children have a very obvious psychological feature, that is, they like to be praised, praised and encouraged, but prohibition, punishment and suppression can easily make them rebellious. That is to say, in the process of students' learning, we should attach importance to evaluation, be good at enhancing students' learning confidence with scientific and effective positive affirmation, and let students see their own success and progress, thus stimulating students' greater enthusiasm for thinking, making students really fall in love with thinking and enjoy the fun of quiz. Therefore, when evaluating students' learning, teachers should not only pay attention to students' learning results, students' written scores or students' recitation of formula theorems, but also pay attention to students' learning process, incorporate students' learning attitude and thinking direction into the evaluation mechanism, and make a comprehensive and objective evaluation of students' learning. Only in this way can evaluation become a gas station for students on their long journey.
(1) Make more vertical comparisons.
For the evaluation of students, do not make simple horizontal comparison, but vertical comparison, depending on whether there is progress before, that is to say, establish a growth file for each student and record the specific situation of the students. Be good at discovering the progress of each student, even if it is extremely small, and give students the necessary encouragement, making it an important opportunity to enhance confidence.
(2) Encourage truthfulness and concreteness.
Encouragement is not just a general sentence, but a real, concrete and emotional one. Only in this way, can we really give play to the incentive function of evaluation, which can not only enhance students' confidence, but also let students see their own progress and shortcomings, help students to clarify the direction of future efforts and constantly adjust their learning goals.
In short, students' ability to think independently can not be cultivated overnight, but needs to be implemented in every class, which is a long-term process. It is necessary to provide more space for each student to choose freely and think independently, so that students can find, analyze and solve problems in the process of thinking, and learn to explore and think, so as to become a new generation of innovative talents.