As far as the learning process is concerned, independent thinking is the premise of learning knowledge well, and cultivating students' ability is a core. A person with independent thinking ability is a very confident person, a person with breakthrough and innovation, and a social person who can adapt to the rapid development of all aspects. Students' own factors are the key to cultivate students' independent thinking ability, and how teachers cultivate students' independent thinking ability in classroom teaching is also very important. I think teachers can cultivate students' independent thinking ability from the following aspects in classroom teaching:

First, the process of creating situations to stimulate independent thinking interest and learning knowledge is also the process of learning to think correctly. Cultivating students' independent thinking ability requires our teachers to use the limited classroom time to stimulate students' interest in independent thinking and create a good independent thinking environment for them. When we are in class, we should create situations according to the characteristics of the subject. For example, when studying the sum of the first n terms of arithmetic progression, I quoted a story of the famous mathematician Gauss as a child to guide students to think and let them find a way to find the sum of the first n terms of arithmetic progression. At the same time, according to the characteristics of the human brain, people's feelings will adapt to the continuous role of stimuli, and a way of talking about the head will enhance students' audio-visual adaptability. In order to prevent this negative adaptation phenomenon in teaching, teachers often use intuitive teaching AIDS appropriately. Doing so will turn abstract knowledge into concrete objects, which will be of great help to improve students' observation and thinking ability. ?

Second, skillfully use "question and answer" to guide students to think independently?

Ask targeted questions, and think from the question. Teachers should study from different angles and levels according to the teaching needs.

And ask questions to guide students to think and better understand the learning content. In this way, students can develop their thinking ability and improve their enthusiasm, flexibility and creativity while mastering knowledge. For example, when explaining the basic relationship between trigonometric functions and angles, the teacher can first define the value of trigonometric functions of any angle, and then let the students discuss in groups what kind of relationship can be obtained according to the definitions of these four trigonometric functions. This can better stimulate students' interest and urge them to study the problem seriously and draw a conclusion.

2. After asking questions, leave a "blank". Classified query of periodical papers is the classroom teaching of periodical libraries. Questioning is a good form, which can stimulate students' interest and guide them to think positively. After the questions are put forward, we should set aside a period of time to create a thoughtful atmosphere for students, so that students can answer after careful consideration, so as to exchange ideas, inspire each other and promote the deepening of "brainstorming". Teachers should give students some time to think after asking a question, so that they can immerse themselves in the situation of independent thinking and discuss after the experience of independent thinking. Because they all have their own opinions, they may have conflicts of understanding, cause their "reflection", and finally unify knowledge with truth, so "brainstorming" is the cradle of wisdom.

3. Let every student have a chance to "answer again" and correct his thinking mistakes. Dewey said, "People who really think learn more from mistakes than from achievements." A student's mistakes in the process of understanding are good for him. In the questioning, the local teacher who answered the wrong student didn't take a word-said "wrong". We can say, "You express yourself fluently, but you don't think deeply. Sit down and think about it. I believe you will answer better the second time. " Then we should inspire students to find out the root of mistakes, especially encourage them to find mistakes in their answers, and give them a chance to "answer again" so that they can correct or supplement and improve their answers. ?

Third, flexible and diverse teaching methods cultivate students' independent thinking ability?

1. The method of throwing bricks to attract jade is that in classroom teaching, the teacher focuses on the key points, throws clues and ideas, and then leaves some time for students to think about the essential characteristics of things. For example, when I talk about the simple application of series, I use simple interest and compound interest. I didn't tell the students how to do it, but explained the definitions of simple interest and compound interest, so that students could find out the solution to the problem through group discussion. In the whole process of solving problems, I am the guide, and the discussion, analysis and conclusion of the problems are completed by students, which not only increases students' knowledge, but also cultivates students' practical ability, communication ability and independent thinking ability.

2. Associative teaching method. Association is a psychological process in which one problem causes another, a reflection of the connection between objective things in people's minds and an attribute of thinking. Fully mobilizing students' association in classroom teaching can not only activate thinking, but also increase the order of knowledge, form a solid knowledge network and cultivate divergent thinking and independent thinking ability. ?

3. Horizontal contact teaching method. Horizontal contact method means that teachers integrate the knowledge of electrician, machinery and other related disciplines, such as alternating current and mechanical drawing in electrician, find the breakthrough point of comprehensive learning, integrate relevant knowledge vertically and horizontally, and create a new learning atmosphere conducive to students' independent thinking. This not only enlivens the classroom atmosphere, but also connects the knowledge between disciplines well.

Classroom teaching should not be a process from comma to period, but a process of guiding students to enter the classroom with question marks and generating more question marks in teaching. It is this question mark that guides countless people to think and pushes the society forward.