Divergent thinking, also known as radiation thinking, diffusion thinking and seeking difference thinking, is a kind of thinking method that focuses on a certain problem and diverges from different directions and angles in the process of thinking. It can be understood that starting from a problem (information), breaking through the original circle, exerting imagination from different points, exploring from a new angle through different ways and directions, reorganizing the information in front of us and in memory, and producing a variety of ideas and answers, which is the thinking method of solving the problem satisfactorily. Divergent thinking embodies the characteristics of creative thinking, such as associating as soon as possible, making as many assumptions as possible, and putting forward various methods to solve problems, thus becoming a main form of creative thinking. Consciously grasping these characteristics in mathematics teaching and training can not only improve students' divergent thinking ability, but also improve the quality of primary school mathematics teaching.

Keywords: divergent thinking training for primary school students

Consciously grasping these characteristics in teaching and training can not only improve students' divergent thinking ability, but also improve the quality of primary school teaching. So how to cultivate students' creative thinking ability? In teaching practice, I have explored from the following aspects.

First, guide students to imagine. Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination can cover the whole universe." In teaching, guiding students to imagine mathematics can often shorten the time of solving problems, gain the opportunity of mathematical discovery and exercise the thinking of solving problems. Imagination is different from daydreaming. Supported by solid basic knowledge and rich experience; Have keen insight and rich imagination, and can quickly get rid of the interference of appearances; Have the emotion of persistent pursuit.

In teaching practice, to cultivate students' imagination, we must first let students learn relevant basic knowledge well. Secondly, in addition to reasoning, the generation of new knowledge often includes the imagination of predecessors. Therefore, in teaching, according to the potential factors of textbooks, we should create imaginary situations, provide imaginary materials and induce students' creative imagination. For example, when reviewing the area of triangle, parallelogram and trapezoid, let students imagine how to make the upper bottom of trapezoid as long as the lower bottom. What shape will it become? What does it have to do with trapezoidal area? If the trapezoid bottom is shortened to 0, what figure will it become? What does it have to do with trapezoidal area? The first question puts forward that the door of students' imagination has opened: a triangle can be regarded as a trapezoid with a false upper base, and a parallelogram can be regarded as a trapezoid with equal upper and lower bases. This broadens students' thinking space and cultivates students' imaginative thinking ability.

Second, change the angle of thinking and train the thinking of finding the opposite sex. In the process of abstract thinking activities, it is often difficult for primary school students to get rid of the existing thinking direction because of their age characteristics, that is to say, students' individual thinking mode often affects the solution of new problems, so that they have illusions. Therefore, in order to cultivate and develop the abstract thinking ability of primary school students, we must pay great attention to cultivating thinking and seeking the opposite sex, so that students can gradually form multi-angle and multi-directional thinking methods and abilities in training.

In the teaching of practical problems, students are encouraged to explore ideas, analyze and solve problems from different aspects and angles, and guide the formation of students' innovative consciousness. For example, for a batch of parts, it takes 13 hours for Party A to do it alone,1hour for Party B and1hour for Party C to do it alone. If three people work together, how many hours can it be completed? After the answer, let the students ask a few more questions and answer them, so as to increase their understanding of the questions.

Third, guide students to observe carefully. Observation is not a casual look around, it is purposeful and planned, aiming at revealing the internal laws of the observed object through such an intellectual activity. Observation is the ability formed by people in observation practice or related training. Therefore, the observation ability needs our conscious cultivation. The cultivation of observation can be realized through these aspects: the ever-changing nature provides the most abundant materials for children's observation. As a teacher, we should consciously take children to outdoor activities and guide them to observe natural scenery and its changes, which can greatly improve their observation ability; Organize games, clay sculptures, pictures, slides, various physical objects and other activities to exercise children's observation ability; Guide children to observe the uses (basic uses and multiple uses) of each commodity. At the same time, it is necessary to cultivate the randomness, organization and order of children's observation.

So how can students' observation be better developed? I think it is important to arouse their interest, teach them the methods of observation and experience the pleasure of success, so as to improve their observation level. Therefore, as a primary school teacher, I should be good at observing myself, pay attention to the various reactions of students in learning, and understand the interests of different students in various teaching activities, their favorite problems, and the magical figures they are willing to imitate or talk about. From this observation, we can get our own teaching views and ideas and put them into teaching, so that teaching activities can not only stimulate children's curiosity, but also be full of interest.

Fourth, stimulate curiosity and train the enthusiasm of thinking. French educator Dostoevsky once said: "The essence of teaching art lies not in imparting, but in inspiring, awakening and encouraging." Through more than 30 years of teaching practice, the author thinks that the most important thing in primary education is to effectively awaken and stimulate students' thirst for knowledge. Then, in the teaching process, how to awaken and stimulate students' thirst for knowledge? This requires long-term, conscious induction and repeated reinforcement in and out of class.

Thinking inertia is an obstacle to divergent thinking, while thinking enthusiasm is the bane of thinking inertia. Therefore, cultivating the enthusiasm of thinking is an extremely important basis for cultivating divergent thinking. In teaching, teachers should pay great attention to stimulating students' strong interest in learning and thirst for knowledge, so that they can devote themselves to learning and thinking with high emotions. For example, in the lesson of "Preliminary Understanding of Multiplication" in Senior One, students can first show several successive addition formulas and rewrite them into multiplication formulas. Because of the significance of multiplication, although I am a first-year pupil, I can still successfully complete the above exercises. Then the teacher shows 3+3+3+3+2 to make students think and discuss whether it can be rewritten into a formula containing multiplication. After students' discussion and teachers' timely guidance, the students listed 3+3+3+2 = 3× 5- 1 = 3× 4+2 = 2× 7.