Innovative thinking is a unique creative thinking, which generally refers to different thinking activities on the same thing. Innovative thinking has its unique characteristics, such as seeking the opposite sex and going against it, and innovative thinking requires a breakthrough in thinking from different angles. Innovative thinking is not innate, but can be cultivated through acquired study and exercise. For primary school students, the innovative thinking they should have is not an earth-shattering invention in the history of science, but a way of thinking accumulated bit by bit in daily study and life. Aiming at the same knowledge point, it is also an innovation not to memorize and copy mechanically; Aiming at the same problem, it is also innovation to liberate from the previous mindset and solve the problem in another way. As teachers, we need to find the bright spots in primary school students and cultivate their creative thinking and ability through various channels. First of all, teachers should change their teaching concepts so that students can get psychological support from teachers. The new curriculum reform should advocate students' dominant position and return the classroom to students. On the one hand, teachers should change the traditional concept of education, make use of classroom and extracurricular time, and cultivate primary school students' innovative ability through effective ways. First, teachers should change the textbook-centered way of thinking in the past, broaden the scope of the classroom, introduce various common problems and behaviors in the classroom, arouse students' thinking, bring problems into the classroom, and let students think while reading and doing. Second, teachers should step out of the traditional classroom subject and return the classroom to students, and teachers should play the role of guides and instructors. In the teaching process, teachers guide students to explore the general direction, explore the answers to questions with students, encourage students to carry out inquiry learning and make full use of students' hands and brains. Third, change the evaluation criteria and methods of students. According to students with different foundations, we should adopt different evaluation criteria, adopt more encouraging language, don't take exam results as the only criterion to evaluate students, and encourage students to develop in an all-round way. On the other hand, students can get psychological support from teachers. As soon as primary school students leave their parents and come to school, teachers become their most trusted people, and they need their guidance and help. Therefore, teachers' attitude towards students directly affects students' interest and attitude towards this course. Teachers' smiling expressions, nodding their heads and listening to students' attitudes will all have an impact on pupils' psychology. Generators are people who encourage and stimulate students' creative thinking, and teachers' support is the driving force for students to explore and innovate. Therefore, as a teacher, we should be able to trust students, listen carefully to their different opinions, sincerely encourage and share their success, share their difficulties, and let them feel the psychological support from teachers. Primary school students have no mature outlook on life and values, and teachers' psychological support is the basis for them to form a perfect personality and the ideological basis for cultivating their innovative potential. Second, create problem situations and activate students' innovative thinking. Problem situations can stimulate students' learning interest and learning needs, so teachers should consciously create problem situations in teaching activities. Teachers should use language, equipment, environment, activities and other means to create situations that meet the needs. In teaching, teachers should be good at enlightening, turn topics into contradictions and internal needs in students' cognition, and constantly ask questions and arouse doubts, so as to cultivate students' interest in learning and stimulate their thirst for knowledge. There are many ways to create problem situations, and the key is to stimulate students' curiosity from the situation and generate problems from the situation. The methods I often adopt are: introducing the old into the new, and communicating to attract interest; Suggest contradictions, set doubts, and be interesting; The story begins, arousing interest; Create suspense, stimulate interest, etc. In teaching, I try to use school multimedia to create a problem situation with animation effect. For example, in the introduction part of teaching the area of a circle, we should first design an animation to review the derivation methods of rectangle and square area, parallelogram area and triangle area, thus asking the question: which method should be used to find the area of a circle? Students are in high spirits and have a strong sense of problems and a desire to explore. Some say "counting squares", some say "spelling" and some say "cutting and filling", but students continue to observe the animation and find that these three methods can not accurately get the size of the circle area. After discussion, some students asked if they could cut the circle before spelling it. Is this possible? This has created new problems. Through students' hands-on operation and animation demonstration, it is verified that only the "cut and spell method" can get the idea of minimum circle area, which makes students interested in the process of deriving the formula of circle area. Therefore, only by creating situations, abandoning the traditional "teaching dignity", realizing teaching democracy and creating a relaxed and harmonious teaching atmosphere can teachers open the students' "door to problems" and activate their thinking. Third, teach the methods of finding problems and create a space for students to think. In teaching, teachers should teach students how to generate problem consciousness, form questioning skills, and put forward requirements before, during and after class, so that students can generate different levels and types of problem consciousness and guide them to train, thus creating a positive thinking space for students, guiding students to dare to doubt and be good at discovering, and teaching students the methods of discovering and solving problems, and then cultivating them. Professor Li Zhengdao, a famous scientist, once said, "Learning means learning to ask questions and how to ask them". It is not easy for students to find and ask questions by themselves, which requires careful guidance from teachers. In teaching, students can be required to start with careful observation and guide them to observe things step by step, in many ways and at many levels. On this basis, they can associate and think about the observed objects and question them repeatedly, so as to find out the existing problems. Fourth, trace the process of solving problems and cultivate students' innovative thinking. The traditional mathematics teaching has always stayed in the teaching mode that pays too much attention to knowledge transmission, and too much emphasis on the inculcation and memory of mathematical concepts, laws, properties and formulas, while ignoring the revelation and exploration of the generation, development, formation and application of these knowledge, failing to better reveal the rich thinking methods contained in knowledge. Even if it is applied, it only emphasizes the problem in the process of solving the problem. Reflected in the teaching thought, it is to emphasize conclusion, process, problem solving, thinking, knowledge and thinking. With the deepening of teaching reform, many teachers have realized that the essence of mathematics teaching should be the teaching of "mathematical thinking activity process". By tracing the process of solving problems, students' problem consciousness and innovative thinking ability are cultivated. Specific to teaching, teachers are required to induce students to think creatively by showing the thinking process of scientists in solving problems. Classroom teaching consists of three factors, namely, students, teachers and teaching materials. Correspondingly, there are three kinds of thinking activities in teaching activities, namely, students' thinking activities, teachers' thinking activities and scientists' thinking activities (embodied in textbooks). This requires teachers to internalize the thinking activities of scientists contained in textbooks into their own thinking activities by studying textbooks. Let students learn knowledge, but also be influenced by scientific thinking in the process of analysis and research, thus stimulating students' love for mathematics. Training innovative thinking through experimental operation and scientific inquiry. Let students discover laws, summarize characteristics and master methods in hands-on operation, understand mathematics, learn to imagine and learn to innovate in experience; In the process of cooperative inquiry and autonomous learning, students can cultivate their hands-on ability by arbitrarily spelling, cutting, pasting and supplementing. In this process, teachers give timely guidance and encouragement, and students learn to learn to learn, cooperate and innovate in a relaxed and harmonious atmosphere. This kind of practical activity, because it emphasizes starting from students' existing life experience, allows students to experience practical problems and abstract them into mathematical models for explanation and application, better embodies the concepts of "Mathematics comes from life" and "Let life enter mathematics". Using "the combination of discussion and difference" skillfully in teaching to deepen innovative thinking. In teaching, teachers should be good at catching cognitive conflicts, skillfully setting up "discussion points", reasonably "discussing" problems through students' small discussions and group discussions, and on this basis, draw the idea of "solving differences" and combine "discussion" with "differences". This is the strategy of using creative thinking, giving students the opportunity to use their imagination, thus cultivating students' fluent, flexible and unique thinking ability. For example, when learning the two-step calculation of application problems, create a vivid "supermarket" scene with various vegetables and stationery on the counter. Students go shopping with baskets. Group members count the total number of things they buy. Everyone forms different application questions. The teaching effect is good. "Combination of discussion and difference" enables students to show themselves in learning and seeking knowledge, develop in innovation, improve innovative personality and cultivate innovative thinking ability. Explore different ways to solve problems and enrich students' innovative thinking. A person with innovative thinking ability is often not bound by traditional ideas and thoughts, and can reveal the essence of things from their opposition, connection, development and change, and explore the changing law of things. When guiding students to solve specific problems, we should also give methodological guidance from these aspects. Specifically, there are the following: First, the reverse thinking method. Reverse thinking is also called reverse thinking, that is, thinking from the opposite angle and position, so that the thinking order is reversed; Analyze the reasons or conditions of this result or conclusion. It is an important way of thinking to solve problems. The cultivation of this way of thinking is helpful for students to solve problems and expand their thinking, activate knowledge, improve their ability to solve problems, and also help to prevent thinking from becoming rigid. It is also beneficial to cultivate students' ability to find and solve problems, and it is one of the important methods to cultivate students' innovative ability in the future. In teaching, we should consciously cultivate students' reverse thinking. It will be time-consuming and laborious to deduce step by step according to the traditional thinking method. However, it is easy to find out the crude oil in each barrel if the list is used for reverse calculation. Reverse thinking is an important thinking method of invention and creation. Regular training of this way of thinking can effectively cultivate students' innovative consciousness and ability. The second is the vertical and horizontal contact method. Vertical and horizontal connection method refers to connecting the problem to be solved with other things and knowledge, so as to get inspiration and find a regular way of thinking. In mathematics teaching, this way of thinking refers to the influence, inspiration or suggestion of one kind of learning on another. This way of thinking pays attention to the relationship between things, which is very helpful for students to establish a good cognitive structure, thus bringing about a multiplier effect. What's more outstanding is that it can broaden students' thinking field and make students spark in exploratory thinking activities. The third is multi-dimensional divergence method. American psychologist guildford pointed out that divergence is the core of creation. It means that students can think about single information from different angles, different directions and different levels according to all the information of existing knowledge and experience when studying problems, and seek, explore and develop new and diverse methods and conclusions in an all-round way. Conceiving from multi-dimensions and multi-levels, and putting forward ideas to solve problems provide a broad space for students to boldly popularize and extend old knowledge, and then discover new laws and obtain new methods. Multidimensional divergent training in teaching can not only optimize students' thinking quality, but also cultivate students' innovative ability. In short, in primary school mathematics teaching, it plays an important role in cultivating students' innovative thinking ability and stimulating their innovative potential by creating problem situations, stimulating and cultivating students' awareness of problems, tracing back the process of solving problems and seeking different methods to solve problems.