Tao Xingzhi, a people's educator, said, "Inventing thousands of things requires asking at a starting point." Questioning is the beginning of innovation, and curiosity and questioning are just the nature of children. Let students question and ask questions in class, satisfy students' curiosity and thirst for knowledge, make students develop the habit of questioning and dare to ask questions in a relaxed and happy classroom atmosphere, protect the bud of students' innovative consciousness, and gradually cultivate the thinking quality of being able to ask questions and being good at asking questions.

Second, hands-on operation, explore innovative ways

The core content of quality education is to cultivate students' innovative consciousness and practical ability. Suhomlinski said, "There are some special, most active and creative straight areas in the human brain. By combining abstract thinking with delicate and dexterous movements of hands, these areas can be stimulated to be active. Students in the operation, "the hand makes the brain develop and make it more intelligent, and the brain makes the hand develop and make it a tool for creation." "At the same time, students have achieved self-innovation and experienced the joy of discovery and success.

Third, discuss in groups to cultivate innovative thinking.

Spencer, a British educator, said, "Students should be guided to discuss and make inferences by themselves, and told as little as possible, while their findings should be guided and told as much as possible." In teaching, I often organize discussions to cultivate students' divergent thinking, divergent thinking and imagination.

Differentiated thinking is an important part of creative thinking. Teaching should encourage students to dare to put forward their own unique opinions, be original and find another way.

The thinking of seeking difference is valuable, and as a teacher, you can't be sure at once, let alone kill it. Through group discussion, let as many students as possible fully develop their thinking of seeking differences.

Fourth, open up practice and broaden innovation channels.

Open questions refer to questions that need to be selected for conditional redundancy, questions that need to be supplemented for insufficient conditions, or questions with non-unique answers. The elaborate design of open-ended questions plays an important role in cultivating students' innovative quality.