Comenius said: "Interest is one of the main ways to create an optimistic and bright educational environment." Students' learning motivation and thirst for knowledge, learning enthusiasm and initiative are important conditions to stimulate and improve their innovative consciousness. Therefore, in the teaching process, it is necessary to create a good classroom teaching situation, design some unexpected new knowledge suspense, let students feel the temptation of the new knowledge world, activate students' emotions and mobilize students' learning enthusiasm. For example, in the teaching of "How Sound Is Generated", the topic appears in the form of a question. When I introduced the word "sound", I designed a small link to send a "gift". I said to the students, "Students, the teacher will give you some presents today. Please pay attention to what they are. " At this time, all the students are in high spirits. Then, I played all kinds of sounds in the tape recorder to the students (such as the sounds of cows, horses and sheep, the sound of hens laying eggs, the sound of motorcycles starting ...), and I saw happy eyes and satisfied smiles. The students asked in surprise: How did so many interesting voices come from? A clever situation creation makes students think, and there must be countless question marks. Then, without too much guidance from teachers, students will take the initiative to ask more valuable questions. Another example is in the teaching of "starch observation". Before class, I perform small magic tricks for students. I mysteriously lifted a piece of white cloth and showed it to everyone like a real magician. Then I lifted the watering can and sprayed iodine on the white cloth. The student exclaimed in surprise, "Strange, there is a word, how did it change?" What's the secret of the teacher's white cloth? What is in the teacher's watering can? ..... At this moment, the students' desire to explore independently is fully stimulated, and they are all eager to find the answer at once.

Using games can also stimulate students' interest in learning. For example, when teaching the secret of periscope, I asked a student to go to the podium and squat down, so that the podium blocked the whole body and other students could not see him. Then, I asked some students to write on the blackboard at the back of the classroom and let the students squatting on the podium "guess". As a result, no matter what words these students write on the blackboard, they can always be "guessed" by classmates squatting on the podium. The students were puzzled and asked the teacher to explain. So, the teacher asked the students squatting on the platform to talk about how he "guessed" it, and then took out the periscope for the students to watch. Students are interested in periscope. They all want to know the structure and working principle of periscope and take an active part in the following teaching activities.

By creating situations and using games to stimulate students' curiosity and interest in learning, it has laid a good foundation for the development of innovative ability.

Second, develop imagination and cultivate innovative ability.

Einstein thought: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything and promotes progress, which is the source of knowledge evolution." Creation is inseparable from imagination, and innovation must be based on imagination. Only by spreading the wings of students' imagination can students' innovative ability be better developed. In the process of science teaching in primary schools, we should pay attention to cultivating students to dare to imagine, innovate, break away from convention and develop their imagination.

1, do not seek unity, each shows his mind. For example, when teaching red tomatoes and carrying out outreach activities after class, I didn't ask all students to follow one method. So students give full play to their imagination. Some students classify the collected leaves according to their shapes, colors and sizes. Some students stick all kinds of leaves together to make a wall chart. Some students collect leaves on the internet to make a vivid website ... in various ways, each has its own characteristics and advantages. In this way, students create more wonderful research methods through imagination than teachers.

2. Innovation in the game. For example, when guiding students to learn the contents of compressed air, in order to let them master some characteristics of air, I played a lesson of rubber balls, plastic bags and syringes in teaching, so that students could understand the knowledge during playing. For syringes, it can be said that the students have all played their level. The students are very excited. In the process of playing, children constantly have new discoveries and new insights: press the piston and feel the cold air coming out of the eye of the needle, and middle school students begin to realize that air can occupy the space of the syringe like water; When the syringe is filled with water, students find that the piston can't be pressed down, but the piston filled with air can be pressed down a little (one end of the needle is blocked), and middle school students begin to realize that air can be compressed; Release the finger that presses the piston and the piston will "come back". Students realize that the force of the piston "coming back" is produced by air compression, and once the air is compressed, it will produce elastic force. This creates an imaginary space for students to try and explore from another angle, so as to obtain new pioneering works.

Third, extracurricular expansion, forming an innovative atmosphere.

Science content is not much, which is far from enough for students who are diligent in thinking and love innovation. So I always actively provide information to students and encourage them to know more about extracurricular knowledge. It is not enough if students have only a little motivation to innovate or have some works in their minds. They should also actively practice and strive to achieve innovation. For example, a student made a kaleidoscope after learning Look in the Mirror, which fully demonstrated his innovative consciousness. I showed his works to other students in time, which made this student experience a sense of innovation and inspired his new sense of innovation. Other students are also eager for innovation. Since then, they have made eye models and simple cranes. I collected these works and exhibited them at a class meeting. At the same time, invite students to visit. Many students showed great interest in the exhibition and were encouraged. After class, they also did many novel things with the wind. Of course, the cultivation of students' innovative spirit is a long process. Science creates a favorable environment for students to display their talents, provides opportunities for thinking and hands-on, and shows students' potential desire for innovation. As someone said, "the interest aroused in class should extend to outside class, because inside class is limited and outside class is infinite." Textual research on the history of invention, anyone will find that the real invention is not in the classroom, but mostly benefited from the classroom, because the classroom gave birth to the motivation to create inventions and cultivated practical ability. Therefore, we should constantly study teaching methods, cultivate students' interest, give full play to students' main role, and make science teaching an important place to cultivate students' innovative spirit.