First, create a situation to stimulate interest
Children are curious and always have a strong interest in novelty. Therefore, in classroom teaching, we should try our best to create situations, adjust students' psychology to the best state, touch students' urgent desire for the unknown, stimulate their enthusiasm and interest in thinking, and make them in a state of positive thinking, thus activating their thinking.
Second, it is difficult to ask questions and activate thinking.
Learning begins with thinking, and thinking begins with doubt. It is the best opportunity to enlighten students by asking questions skillfully at the key points of teaching, so that students can't get what they want, but they can't talk. At this time, teachers should give instructions and guidance, so that they can be triggered at any time, drive their thinking activities, and make them consciously become the masters of learning. For example, when teaching the characteristics of numbers divisible by 3, I said at the beginning of the class, "Let's play a guessing game first." The students were very happy to hear this. They all listened attentively to me and said, "Students, no matter how many digits you name, the teacher can know whether it can be divisible by 3 without calculation." Don't believe me, let me try. ""6, 9,10, 36, 218, 315910000 ... "Students quoted more and more, and I answered them one by one. The students verified that my answer was correct through calculation. At this time, everyone was surprised. What's "tricky" in this? So I took the opportunity to say, "Do you want to know the mystery? By studying this course, you can solve this mystery. "At this time, students are eager to explore knowledge and study hard. This is the truth that "there is doubt before thinking, and there is gain after thinking".
Third, guide multi-directional differences and realize divergent thinking.
Divergent thinking is a form of thinking that studies the same problem from different angles in different ways, so as to seek the corresponding answer. This kind of thinking activity is multi-directional, flexible, meticulous and novel, which contains more creative factors and is the cornerstone of creativity development. Therefore, in the teaching process, students should be encouraged to break away from convention, be unique, find out different methods to solve problems, and create conditions for students to learn in divergent thinking activities. Application problem teaching is an important way to deepen students' understanding of mathematics knowledge and cultivate students' creative problem-solving ability. In teaching, I always give full play to the thinking training value of applying problems and improve students' innovation and application ability. 1, close contact with life, understanding and practicality. This is actually the application of mathematical knowledge in life, that is, mathematics in life. Its characteristics are realistic, interesting and useful. If there is such a topic: An aunt in kindergarten went to the store to buy cookies, and she saw the price tag of a cookie: 4 yuan per kilogram, 3 kilograms per box, 1 1 yuan per box. Now she wants to buy 6 kilograms. Please help her think about what she can do and how much she needs to pay. Students will have two ideas after answering the questions: ①4×6=24 (yuan) ② 66. 2. Use comparison to overcome stereotypes. Students are often influenced by words when solving problems, especially when trying to find three types of application problems, they often add more when they see more, and subtract when they see less. In order to eliminate the above mindset, the only way is to cultivate students' ability to analyze quantitative relations, so you can design the following set of questions:
There are 27 boys in Class One, 6 more than girls. How many girls are there?
There are 27 boys and 6 girls in Class One. How many girls are there?
There are 27 boys in Class One, and 6 girls are less than boys. How many girls are there?
There are 27 boys in Class One, 6 less than girls. How many girls are there?
There are 27 boys and 2 girls in Class 11person. How many girls are less than boys?
There are 27 boys and 2 girls in Class 11person. How many more boys than girls?
Through practice, students get rid of the stereotype of "more" and "less" and understand that the size of comparison depends on the order of comparison objects and the reasons for analyzing the specific quantitative relationship. Obviously, with the training of divergent thinking, the innovative factors in students' thinking will gradually develop with the passage of time.
Fourth, let students take the initiative to participate in inquiry and cultivate innovative ability.
A basic feature of the spirit of innovation is that it is not satisfied with the status quo, does not stick to one pattern, boldly "does something new", dares to challenge authority and dares to innovate. To cultivate students' innovative thinking, we must actively advocate and encourage this spirit. In classroom teaching, teachers are the organizers and commanders of activities, and students are the protagonists and subjects. Teachers should do everything possible to mobilize and give full play to students' initiative and enthusiasm, leave opportunities for students, give students space and return happiness to students. Change passive learning into active inquiry, cultivate students' innovative spirit, practical ability and group consciousness, and let students truly become the masters of learning. 1. Establish an open classroom teaching system. Students' learning content should be fully open and selective in class; Make students' learning objectives open and flexible; Make students' learning time and space open and broad; Make students' learning achievements open and diverse; Only in this way can we arouse students' open mind, make the classroom really alive, make students really move, make the world of innovation infinitely vast, and make innovation opportunities everywhere. 2. Let students fully explore independently and realize self-creation. Teachers and students should establish a new relationship, from the role of "soloist" to "accompanist". From then on, it is no longer mainly to impart knowledge, but to help students discover, organize and manage knowledge and guide rather than shape it. In the classroom, teachers should reasonably use the heuristic principle, skillfully guide, create inquiry situations, give students the opportunity to ask questions and explore, make students clear the specific content of autonomous learning, master flexible and diverse inquiry methods, and discover the laws by themselves, so as to cultivate students' innovative consciousness and ability, and finally achieve the goal of self-creation.
In short, in classroom teaching, teachers should completely update their teaching concepts, give full play to students' main role, give students the initiative to learn, give students more opportunities to think, treat students' every problem well, help students build up the courage and confidence to explore when they encounter difficulties, let students taste the joy of success, cultivate students' innovative spirit and practical ability while developing their intelligence, and let all students get comprehensive and harmonious development.