A relaxed, democratic and harmonious learning atmosphere can eliminate the psychological barrier of students' fear. Only in a relaxed, carefree and stress-free emotional atmosphere can students have a strong interest in the knowledge they have learned and the problems they have studied, actively participate in the learning process of "exploring, trying, discovering and innovating", and dare to say and do with their own ideas and opinions.

To establish a new harmonious relationship between teachers and students, teachers should participate in students' activities, understand and guide students' exploration and research, and often communicate with students in a consultative tone, such as "Who wants to talk", "Who wants to talk" and "I am honored, I think of a classmate". We should respect, understand, trust and love every student, and form a relationship of ideological exchange and emotional communication between teachers and students. The harmonious relationship between teachers and students mainly depends on teachers. Teachers should position the relationship with students as friends, infect students with feelings of respect, trust, equality and friendliness, make the classroom full of "love" atmosphere, and make teachers and students feel harmonious. Teachers should make full use of their time to communicate with students, so that students can dare to tell their own lives and studies in front of teachers, express their views and ideas on teaching boldly in class, and try their best to solve math problems with their own ideas and methods.

Group cooperative learning is adopted to promote cooperation and communication among students. Students with excellent, moderate and learning difficulties are reasonably matched according to the ratio of "12 1" or "222" to form a cooperative learning group, so that students at different levels can exchange personal ideas, jointly question and explore, and at the same time give feedback and correct mistakes in time. Then, the problems that the group can't solve are communicated in the whole class and solved under the guidance of the teacher.

Encourage students to dare to say "no"

In mathematics teaching, teachers should appropriately "create" opportunities, encourage students to find "mistakes" in teaching, and point out teachers' "mistakes" with very simple reasons, so that students can dare to speak out even if they are not sure about their own ideas, and then students can judge whether they are correct or not, thus further deepening their understanding and mastery of knowledge. For example, teaching two-step calculation of application problems, "Each tree planting group plants 8 trees every day. According to this calculation, how many trees will five people plant in four days? " The methods adopted are as follows: the first method is to find out how many trees five people planted in 1 day, and then find out how many trees five people planted in 4 days; Second, first figure out how many trees each person will plant in four days, and then figure out how many trees each person will plant in four days. Teachers deliberately emphasize two methods of solving problems in the teaching process. After teaching the methods used, ask the students: Is there any problem after learning this problem? At this time, students will ask: Are these the only two methods? Teachers can guide students to discuss whether there are other methods. Come to a conclusion after discussion.

We should create all kinds of innovation opportunities.

1. Create a situation to stimulate innovative consciousness. To stimulate students' innovative consciousness in teaching, we must first mobilize students' initiative in learning. Teachers can create certain situations in teaching, so that students are in a positive, curious and lively state. For example, in the simple operation of teaching addition and subtraction (continuous subtraction, the simple operation of combining two subtractions into one), the teacher can create a situation where the whole class has 100 yuan to go shopping. The rule of this shop is that the clerk can only sell two kinds of goods at a time. Whoever first figures out the remaining money after buying two kinds of goods with 100 yuan will sell it to whom. The price of the goods presented by the salesperson is: (1)134 yuan, 6 yuan; (2)53 yuan and 27 yuan; (3)29 yuan and 3 1 yuan; (4) 15 yuan and 75 yuan; (5)28 yuan and 42 yuan. In this case, students naturally have a sense of innovation, and calculation is easy.

2. Hands-on operation to cultivate innovative ability. In teaching activities, teachers should try their best to let students participate in the whole learning process, give them hands-on opportunities, let them think and create in learning activities, acquire knowledge, develop intelligence and improve their abilities. For example, when teaching the characteristics of parallelogram and trapezoid, teachers can combine parallelogram and trapezoid for teaching. Before class, the teacher gives the students several groups of graphs with different sizes and shapes: two ordinary quadrangles, rectangles, squares, parallelograms and trapeziums. Let the students compare and measure these graphs, and then classify them and tell them which ones have been studied and which ones have not. The teacher explained that they had not learned parallelogram and trapezoid, and then asked the students to measure and compare them to find out the characteristics of parallelogram and trapezoid. Finally, it is required to talk about the relationship between these types of graphics and draw a diagram to show their relationship.

In short, we should follow students' psychological laws in learning mathematics, pay attention to their emotional attitudes, take students as active seekers of knowledge, and let them actively study, explore, cooperate and apply with innovative spirit, so as to improve their learning ability and innovative ability while acquiring knowledge.