Innovative education is an education with the basic value orientation of cultivating people's innovative spirit and ability. The key point is how to cultivate students' innovative consciousness, innovative spirit and innovative ability in basic education. Mathematics teaching in primary schools should give full play to the leading role of teachers and the main role of students within the limited time in the classroom, so that students can not only learn knowledge, but also learn the ability to acquire new knowledge and cultivate their spirit of innovation and exploration. First, consciously create an environment for students to think that psychology of creation's research shows that there is an inevitable connection between the teaching environment and students' learning. Creating a good learning environment can stimulate students' interest in learning and thirst for knowledge, inspire students' thinking, and enable students to establish a sense of innovation and want to create. (1) Protect students' curiosity. Caring for and cultivating students' curiosity is the starting point of stimulating students' innovative consciousness and the basis of cultivating innovative ability. Curiosity is a child's nature. They are often interested in some problems and have questions, which leads to curiosity. This is the bud of innovative consciousness. We should consciously create such an environment in teaching. Questioning and thinking is the beginning of learning. Questioning makes students sprout the desire for knowledge, and students are eager to try and start exploring new knowledge. The beginning of exploration is when creative consciousness is aroused, and innovation begins here. (2) Create problem situations. Einstein once said, "It is often more important to ask a question than to solve it". "In the initial stage of classroom teaching, if teachers can properly create problem situations, let students produce one or several valuable questions in their minds, and stimulate students' curiosity and desire to explore new knowledge, students will naturally want to create and explore. In teaching, I often use games, stories, pictures and practices to stimulate students' curiosity when introducing new classes, which has received obvious results. For example, when teaching the characteristics of circles, I inspire students to think about why bicycles and cars we see are all round wheels. Can it be square or oval? I designed the following links with teaching AIDS: (1) operation. If the wheel is square, use two square cardboard instead of the wheel, draw a piece of chalk on the diagonal of each cardboard (shaft), hold the chalk in one hand and roll the cardboard along a straight line on the blackboard with the other hand. At this time, a wavy line appeared under the chalk. What kind of lines will be drawn on the blackboard if an ellipse is used instead of a wheel? How about round cardboard? (2) comparison. Is it better to use a round wheel or a square wheel or an oval wheel? What is the reason? Students think that round wheels are smooth and will not bump, because the length from the axis to the ground will not be long and short. So why are round wheels smooth? Students ask questions, experiment and answer each other, because the length from the axis of the circle to the ground will not change. By carefully designing problems, through the mathematics that happens around students, the teaching content is led out, and the students' desire to acquire new knowledge is stimulated, so that they want to solve new problems and create new knowledge with their own thinking. (3) Create a good classroom atmosphere. The democratic, relaxed and harmonious classroom atmosphere allows students to easily open the floodgates of thinking and sprout creativity in a happy, upward and stress-free state. When you are happy, there is spring of thought. In teaching, I use the charm of teaching to attract every student, instead of criticizing them, forcing them to study passively, making them sincerely like math classes, making them feel free and able to speak freely, and making their creative sparks constantly flash and reveal from time to time. 2. Clever ideas and careful questions in teaching can activate students' thinking, make them dare to create and cultivate their innovative spirit. The key for them to dare to create is that teachers should provide students with a learning environment conducive to their creation. Clever conception and careful questioning in teaching are effective ways to activate students' thinking and cultivate their innovative spirit. We should give full play to students' main role in the teaching process. When designing questions, teachers should combine the reality, students' life experience and existing knowledge to design interesting and meaningful activities and ask questions. Problems should be able to cause conflicts, create imbalances and pose intellectual challenges; Interesting, stimulate students' positive thinking; It is necessary to combine students at all levels, from the shallow to the deep, so that students can discover and explore for themselves. On the basis of designing questions, guide students to explore and solve problems, instead of thinking instead of students, answering instead of students, and let questions lead students to create. Students should be given enough space and time to think, do and operate by themselves. Students should be encouraged to guess, question and express different opinions boldly, use what they have learned to solve new problems, discover new problems and acquire new knowledge, so that students can have fun in solving problems and desire to explore new problems, and dare to create. When talking about the calculation of the circumference of a circle, I first asked students to measure the circumference of large, medium and small circles with their school tools. When students measured the circumference of a circle by rolling, I asked, "Can a circular pool stand up and roll?"? This forced the students to find another way and come up with the method of "rope measurement", which I am even more skeptical about. I tied a small white ball to one end of the rope and spun it in the air. I asked, "Can the circumference of this circle be wrapped with rope?" Practice has proved that both "rolling" and "rope quantity" methods have limitations. Can you explore the general law of calculating the circumference? Stimulate students' thinking spark and creative desire again. After careful operation, observation, thinking and practice, the students finally found a rule that the circumference of a circle is always more than three times the diameter. Ask questions at different levels and constantly impress students' thinking. Scientific and profound questioning is a golden key to promote students to actively explore new knowledge and cultivate innovative spirit. According to students' own subjective understanding level and existing ability, the methods and ideas formed in these categories are all students' creations. In the process of participating in learning, students are the road to creation. In mathematics activities, learning to learn mathematics can not only increase knowledge, but also increase wisdom. Students fully experience the joy of participation, interest in thinking and joy of success, and they will become more and more fearless and like to create. Third, the correct guidance to enable students to create innovative ability is an adaptive ability and creative ability to actively change themselves and change the environment. I think that cultivating students' creativity is to cultivate students' creative thinking ability and scientific attitude full of creative spirit, and to promote students' transformation from imitation to creation. Every student has creative potential. The correct way for students to learn mathematics is to tap their potential and "re-create", that is, to discover or create what they want to learn. Improve innovation ability and let students create. (A) attention should be paid to cultivating students' observation. Students have a strong instinct and need to touch and explore things since childhood, which is the basis of innovative thinking. Only on the basis of observation can students make new discoveries. (2) Pay attention to developing students' imagination. (3) Pay attention to students' hands-on operation ability. All innovation activities begin with innovative operational capabilities. Only by hands-on practice can the results of innovative thinking be concrete. At the same time, we can see our own creative achievements and experience the happiness of innovation, thus further arousing the consciousness of innovation and inquiry. For example, divide a rectangular cardboard into 15 small squares. Try to cut them into three parts, each with five small squares. Then fold them into three cubic cartons without lids. Students use their imagination to cut a failure, and once again, after several setbacks, they finally succeeded. The exertion of spatial imagination lays the foundation for the development of creative thinking. (D) to provide students with multi-solution and multi-dimensional thinking materials to stimulate students' creativity. Fifth, we should use more open topics in teaching. The conditions for opening the topic are also insufficient for the conclusion, which is incomplete or unknown, so it contains a variety of results and has certain mystery. This kind of topic can promote students' positive thinking and cultivate their exploration and innovation ability. For example, (8-□) ×□ = 8, first determine that the number in□ should be a natural number less than 8, and the number in the second□ should be a divisor of 8. Then get the answer: the second □ can be filled with 8,4,2, 1, and the first □ can be filled with 7,6,4,0. The above-mentioned exploration process can also be reversed. First, the specific solution is obtained, and then the law of taking two is reflected to determine the answer. Fourth, encourage students in time to make them love creation. Emotional psychology research shows that happy and excited emotions and mild and relaxed learning environment have the function of spreading and strengthening the understanding of innovative thinking activities. Create an atmosphere in learning, encourage success, and let students feel successful. The sense of success is the self-satisfaction of students after completing a certain learning task, and it is a positive and happy emotional state. Psychology believes that people's behavior is the result of reinforcement, and the reward that motivates success will make students feel happy, and this experience can promote the supervised to work hard in the direction of reward. As Suhomlinski said, "The joy of success is a huge emotional force and the driving force for continuing learning." In mathematics teaching, activities such as preparatory participation, understanding participation, consolidation participation, variant participation and development participation are designed for all students, so that students at different levels can enjoy the joy of success and enhance their sense of innovation. It is necessary to affirm students' creative achievements and even their efforts in time, protect and stimulate students' creative desire, and experience the joy of participation, interest in thinking and fun of creation.