Interest is the motive force of children's creativity and curiosity. As long as children are interested in something, they will pursue it endlessly, practice it and develop it. In mathematics teaching, we realize that students who can actively participate in the process of acquiring knowledge have a strong interest in mathematics and a strong desire for knowledge, and their mathematics quality will develop rapidly. Therefore, mathematics teaching must start with changing students' learning attitude and emotion, so that students can change from mechanical and passive learning to creative and active learning.
2. Guide cooperative learning and encourage innovation.
Cooperative learning is considered as one of the most influential and fruitful fields in contemporary educational theory, research and practice. The Outline of Basic Education Curriculum Reform (for Trial Implementation) points out: "Change the current situation that the curriculum implementation overemphasizes learning, rote memorization and mechanical training, advocate students' active participation, willingness to explore and diligent hands-on, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate." Since the new round of basic education curriculum reform, cooperative learning has been widely adopted by teachers.
3. Use your hands and brains to cultivate students' innovative ability.
In teaching, students can be guided to observe objects and models, and their attention can be attracted by teachers' demonstrations. Then using the method of students' hands-on operation, one person can be turned into everyone's participation and hands-on.
Educator Tao Xingzhi once said: "There are two treasures in life, the hand and the brain." Using one's hands and brains is an effective way to cultivate innovative ability. In teaching activities, teachers should pay attention to providing students with various opportunities to participate in activities, so that students can master methods in the process of participation and promote the development of thinking. For example, in the teaching of "parallelogram area", let students take out the prepared parallelogram and cut it into a learned figure, and then let students check and discuss with each other. Finally, the students report. Then the teacher asked: ① Can each parallelogram be cut into a rectangle (square)? (2) After the parallelogram is cut into rectangles, does its area change? (3) We can already find the area of a rectangle, so how do we find the area of a parallelogram? ④ What is the relationship between the base and height of parallelogram and the length and width of rectangle? By asking questions and answering questions while operating, students already know the calculation method of parallelogram area.