The teaching goal should be innovative. We should formulate specific goals and requirements according to the content of the teaching materials, but we should not stick to the content of the teaching materials.
(3) Teaching methods should be innovative. Questioning method, discovery method, association method, operation method, etc. can all be used, but the method is not fixed and single, and the thinking is not closed and rigid.
(4) The teaching process should focus on innovation.
(5) The cooperation between teachers and students should be innovative. Teachers are no longer the masters of the classroom, but the guides of students' learning process, guiding students to discover and explore knowledge by themselves.
(6) Questioning in class should be practical and innovative. Second, classroom teaching should be innovative. Implementing innovative education in classroom teaching mainly reflects students' dominant position and allows students to acquire knowledge actively in the learning process. Practice has proved that the more open students' learning process is, the more active their thinking will be and the more fully developed their thinking will be.
Create innovative situations, and students take the initiative to innovate. Modern psychology believes that all human behaviors are caused by motivation, and people's desire for motivation is induced in certain situations. To cultivate students' innovative spirit, we must first set up a novel, confusing and interesting teaching situation for students, thus generating innovative motivation and stimulating and strengthening students' innovative behavior. At the same time, actively create a relaxed, democratic and harmonious innovation atmosphere, maximize the enthusiasm and initiative of students, stimulate students' interest and emotion in innovation, and let students take the initiative to innovate and be willing to innovate. There are many ways to create teaching situations, such as hands-on operation, creating suspense, physical observation, audio-visual media display, conflict between old and new knowledge, and "problem solving" methods. For example, when teaching "derivation of parallelogram area formula", we should first recall the calculation of rectangular area and intentionally infiltrate the idea of transformation. Then the teacher asked everyone to think about who can turn the parallelogram into a rectangle and deduce the formula for calculating the area of the parallelogram, and compare whose method is the most novel, unique and creative. Students innovate in this situation, thinking, discussing and operating, and get a variety of deduction methods. Guide autonomous learning and encourage students to explore and innovate. American psychologist Jess thinks: "Mathematics is different from the external control of human behavior, but should be used to create conditions that can promote people's independence and free learning." The cultivation of students' innovative spirit is carried out through students' practical activities. Thinking research holds that everyone has unlimited potential creativity. Teachers should try their best to create conditions, give each student time and space to operate, think, try, express, ask questions and solve problems, let students explore knowledge independently, discover laws by themselves, and turn the learning process into a process of exploration and innovation. For example, after learning the understanding of fractions, the teacher asked the students to take a square piece of paper and fold it into four pieces with the same area and shape. The students quickly came up with four folding methods. At this time, the teacher was not in a hurry to tell the students other folding methods, which caused suspense, stimulated the students' desire to actively explore, not only promoted their further thinking, trying and exploring, but also obtained a variety of folding methods.
Stimulate students' exploration and innovation with problem solving. Primary school students are curious, so teachers should carefully create problem situations in teaching, support students' innovative consciousness, enthusiastically encourage students to boldly ask all kinds of unconventional questions, let students move from seeking difference and divergence to innovation, get inspiration from the process of exploring problems, and cultivate the spirit of pioneering and innovation from various problem-solving methods. Now, teachers are not used to keeping silent in class. They never accuse students of interrupting in the teacher's lecture, but often encourage students: "Who thought of what?" "Who was inspired?" "Whose method is innovative?" "Who has the most solutions?" You can say it without raising your hand. Sometimes the class is red-faced, but the teacher will encourage the students: "That's the way it should be, and there will be many opinions to inspire each other." Different viewpoints reflect the activity of students' thinking. Teachers guide students to find and ask questions, which enhances students' theme consciousness, while students dare to ask questions and express their own views and opinions, which stimulates students' creative desire and learns creative thinking.
Strengthen cooperative learning and cultivate students' collaborative innovation ability. Cooperative learning is a learning method that gives full play to students' collective wisdom, allows students to participate, exchange information, learn from each other, promote each other, actively seek knowledge and improve together. To be creative, one should not only study hard, but also have pioneering spirit, and be good at cooperating with others. In classroom teaching, teachers should give full play to the activity function of groups, give students more opportunities for discussion and analysis, make students learn from each other's strengths in knowledge, learn from each other's strengths in learning methods, be good at cooperation, brainstorm, collaborate and innovate, and strive to cultivate students' innovative spirit. Third, the homework design should be innovative. Homework practice is an important means to master knowledge, form skills and develop intelligence, and it is also the basic way to cultivate students' innovative consciousness. Therefore, the design of exercises should first pay attention to hierarchy, which mainly includes three levels: basic exercises, comprehensive exercises and extended exercises. The purpose of the three levels of practice has its own emphasis: the purpose of basic practice is to consolidate the knowledge learned; The purpose of comprehensive exercises is to deeply understand knowledge, strengthen the internal connection of knowledge and form a knowledge structure; The purpose of outward bound exercise is to cultivate students' innovative consciousness. Exercise design should also pay attention to various forms, which can be designed as follows: 1, oral homework. Strengthen problem-solving thinking, reasoning thinking, drawing thinking and compiling thinking. 2. Operate the practice homework. Such as measuring, drawing, weighing or conducting social surveys. 4. Comprehensive management. Summarize and network the subject knowledge to cultivate students' comprehensive thinking ability. 5. Open the homework. Design some open questions, such as multiple solutions to one question, changeable questions, multiple questions and summary rules. , can better cultivate students' creative thinking. Thinking starts from various ideas, not limited to one form, and tries to make qualified answers as much as possible, so as to cultivate students' fluency, flexibility and uniqueness, and then cultivate students' innovative consciousness. Fourth, the evaluation system should be innovative. Evaluation is an important part of teaching, which runs through all aspects of teaching activities. For the evaluation of students' academic performance, the function of evaluation is not only to identify and select, but more importantly, to pay attention to students' individual differences and different development needs and promote the development of each student. The evaluation content is also more comprehensive, not only paying attention to academic performance, but also paying attention to students' learning process and attitude, especially the progress and changes of innovative spirit and practical ability. There are also various evaluation methods, including not only written homework, but also behavior observation, problem discussion, research study, situational test, growth record and so on. The evaluation of teachers' teaching quality depends not on students' grades and average scores, but on teachers' teaching process, such as whether teachers have innovative ideas in teaching design, whether they can meet the needs of the times and students' development, whether they conform to the development law of primary school mathematics, whether students are the main body in the classroom, whether teaching methods are optimized and combined, and whether students master basic knowledge and skills firmly and flexibly. In the ordinary teaching process, students are mainly encouraged to evaluate. Whether asking questions in class, doing homework or other teaching activities, teachers should be good at protecting students' self-esteem and enthusiasm for learning, and pay attention to protecting the sparks of students' creation. Incentive learning evaluation will make students feel happy and stimulate their desire and need for continuous innovation. This kind of experience can promote students to work hard in the direction of motivation and pursue success again. Incentive learning evaluation is a catalyst to promote students' creativity and an effective weapon to tap students' potential.