Tao Xingzhi once said that "democracy is the best condition for creation". It can be seen that if teachers want to fully tap students' creative potential, they must create a democratic and harmonious learning atmosphere for students, make the mathematics classroom really full of a good atmosphere of "letting a hundred flowers blossom and a hundred schools of thought contend", and let every child be willing to actively participate, thus inducing their innovative consciousness.
1. 1 Look at students with trust and believe that every student has the ability to create.
Teachers should establish a kind of consciousness in daily teaching, that is, to believe that every student has creative potential, so as to find the bright spot of students' creative thinking, plug in the wings of imagination for students and let children fly freely in the sky of mathematics.
For example, after students learn how to calculate the circumference of a long square, there is an exercise (as shown in the left): What is the circumference of a rectangle spelled out by two squares with a side length of 1 cm?
For the third-grade children who are new to the calculation of the perimeter of a long square, it will be difficult to solve this problem, but I am not in a hurry to give the answer, but let the students do it independently. Through analysis and thinking, students have solved the problems in various ways and achieved good teaching results. Some children first find the length of a rectangle 1+ 1=2 (cm), and then find its circumference with (2+ 1)×2=6 (cm); Some children use 1×4×2=8 (cm) to find out the side lengths of two squares first, then add up the two side lengths, that is, 1×2=2 (cm), and finally use 8-2 = 6 (cm); Some children first count three 1cm on the left side of the graph, that is, 1x3 = 3 (cm), and then use 3x2 = 6 (cm) to find the circumference of the whole graph. Although the children's whimsy is not as simple as I thought (that is, directly using 1×6=6 (cm)), in this process, the children are really participating in teaching democratically. If I don't give students time to think independently, but give a simple algorithm directly, it will definitely limit the development of students' creative thinking, and it will easily lead to students' fixed thinking patterns and affect their future development.
1.2 treat students equally and encourage them to express their opinions.
Teachers should treat every student with a democratic and equal attitude and truly become students' mentors and friends. They should create conditions to change "one word for all" into "multiple words for all" and let students express their understanding of knowledge and some valuable ideas. Teachers set up such a platform for students to express, communicate, talk and ask questions, which will undoubtedly prompt students to open the door of independent thinking, expand the breadth of thinking, express their unique opinions and become creative new talents.
For example, after teaching the meaning of reciprocal, the teacher can let students learn how to find the reciprocal of a number by themselves and answer two questions in the book: ① How to find the reciprocal of a number? What is the reciprocal of ② 1? Is there a reciprocal of 0? Yi Sheng: "You can find the reciprocal of a number by changing the numerator and denominator. I think the reciprocal of 1 is 1, and the reciprocal of 0 is 0. " But at this time, the students have different views. Student 2 said, "I don't agree that the reciprocal of 0 is 0, because the reciprocal of an integer uses this integer as the denominator and 1 as the numerator, but 0 can't be the denominator, so 0 has no reciprocal." Just as the students nodded in agreement, others had different opinions. 3: "I don't think 0 has a reciprocal, but I consider it from the meaning of reciprocal. Because two numbers whose product is 1 are called reciprocal, and 0 multiplied by any number gets 0, so I don't think 0 has reciprocal. " The students' wonderful expressions and unique opinions really make us feel that we should really give students space to change from an "audience" to a real participant. Only in this way can we truly establish the people-oriented educational thought and attach importance to the development of students' creative thinking.
2. Change the teaching mode, organize students to cooperate, stimulate students' inquiry consciousness and cultivate innovative spirit.
Teachers should change the traditional teaching mode and establish a new teaching mode of group cooperation and autonomous learning to stimulate students' independent exploration. Bruner once said: "Exploration is the lifeline of teaching". Students' creative thinking is gradually formed in the process of exploring new knowledge. Therefore, as a math teacher, we should provide students with certain time and space, so that students can think in operation, explore in thinking and innovate in exploration.
For example, before the class teacher and the cube meet, the teacher can organize students to collect long, cubic models they see in daily life, such as small medicine boxes, toothpaste boxes, Rubik's cubes and so on. These things around students enrich students' perception and naturally form the initial concept of space in their minds. Next, teachers should guide students to abstract the essential characteristics of length and cube from concrete things, as well as the similarities and differences between the two forms. Students know "face", "edge" and "vertex" by cutting radish, and then through personal observation, touching and counting, they find that both cuboids and cubes have 6 faces, 12 sides and 8 vertices, but the shapes, sizes and lengths of the faces are different. Finally, the students sum up the rules they have discovered and discuss with their classmates, thus completing the study of new knowledge. The whole learning activities of students are carried out in hands-on operation and independent exploration. They not only grasped the main points of knowledge accurately, formed clear concepts, but also developed their creative thinking. Students feel that knowledge is no longer given to them by teachers, but acquired through their own efforts, practice and exploration, so that students will get a psychological satisfaction, which will constantly inspire them to move towards higher goals.
Renew educational concepts, strengthen thinking training, break the shackles of students' thinking and cultivate innovative ability.
As primary school mathematics teachers in the new era, we should renew our educational concepts, creatively use teaching materials, educate and infect students with our own creativity, break those rules and regulations, pay attention to improving students' innovative quality and strengthen students' thinking training, so as to cultivate students' innovative ability.
For example, after teaching the cooperation of engineering problems, teachers can flexibly design a set of exercises with one topic and many questions on the basis of the exercises arranged in the teaching materials, so as to stimulate students' strong desire to solve problems independently.
For a project, it takes 12 days for Party A to do it alone, 15 days for Party B to do it alone and 10 days for Party C to do it alone.
How many days does it take for Party A and Party B to cooperate to complete the project?
(2) Party A and Party C cooperate for several days to complete the project.
(3) How many days will it take for Party B and Party C to cooperate to complete the project?
Teachers can also ask students to ask more questions about the above situation:
(4) How many days will it take for Party A, Party B and Party C to jointly complete this project?
(5) Party A and Party B cooperate for several days to complete the project.
⑥ If Party A works alone for three days, and the rest is cooperated by Party B and Party C, how many days will it take to complete the task?
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In this way, through the interaction between students, we can learn in various forms, such as asking ourselves and answering, I ask you to answer, and you ask me to answer, so as to consolidate new knowledge. In the whole practice process, students are the main body, and the problem can no longer be solved by the teacher's telling, but the students have found the answer to the problem by themselves after some independent thinking and using what they have learned. At the same time, students' thinking is dispersed by asking more questions, which extends the radiation of cooperative knowledge points and achieves twice the result with half the effort.
To sum up, attaching importance to the development of students' creative thinking is a new requirement for every educator. At the same time, cultivating students' creative thinking ability is an important task before us, and we will continue to explore and make unremitting efforts for it.