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How to Cultivate Students' Innovative Thinking in Junior Middle School English Classroom Teaching

How to use classroom teaching as the main channel to cultivate students' creative thinking is an important topic. Foreign language teaching in junior middle schools should attach great importance to the development of students' creative thinking ability, create certain conditions, environment and atmosphere, guide and inspire students to simulate language, and learn language through association, judgment, reasoning, comprehensive analysis and induction. Therefore, it is necessary to create a relaxed learning atmosphere conducive to stimulating the spirit of innovation. It is an effective way to cultivate innovative thinking by organically combining the cultivation of creative thinking ability with the teaching of related language knowledge and the cultivation of listening, speaking, reading and writing skills and carrying out various classroom activities. In order to make English classroom teaching conform to the objective law of language learning and realize the goal of cultivating innovative talents, it is necessary for us to further change the teaching concept, change the teaching mode, carefully design teaching and training strategies, and pay more attention to the cultivation of students' creative thinking ability. This is of great significance to stimulate students' interest in learning, arouse their enthusiasm for learning and cultivate their agile, flexible, open and unique thinking and creative ability. Therefore, in classroom teaching, the implementation of student-centered task-based teaching mode, to cultivate students' creative thinking ability can be cultivated from the following aspects:

Try to stimulate students' imagination and thinking.

Imagination is a valuable psychological quality and the foundation of creation. The cultivation of innovative thinking is inseparable from imagination. We can use figures, tables, models, language descriptions and questions to inspire students' innovative thinking. Therefore, creative thinking training needs to create a democratic, harmonious, relaxed and happy learning atmosphere, which is conducive to stimulating students' innovative spirit. Therefore, as a teacher, we should do:

1, we should respect students and strive to establish their confidence and courage.

Respect their individuality and ability, implement the opening of classroom teaching structure and conduct equal two-way communication. Make students have a positive attitude towards classroom innovation activities, generate strong demand for participation, establish a sense of responsibility, and create a classroom learning atmosphere conducive to the cultivation of creative thinking. It is of far-reaching significance to pay attention to cultivating students' self-confidence and courage in middle school English classes. Based on this, we should always tell students "believe in yourself!" "Never give up!" "Courage!" And encourage students to "express themselves" boldly. For example, when introducing yourself to students, you don't describe your name, education and hobbies as usual, but ask: Do you want to know me? After getting a positive answer, ask again: What do you want to know about me? You can ask me any questions. There was a silence at first. When students realize that they can really ask the teacher questions, their attention immediately turns to "What questions should I ask?" Students' thinking and imagination are immediately activated, and questions emerge one after another: What's your name? Where did you learn English? How old are you? Do you like sports? What do you think of bad students? What are you interested in? Wait a minute.

2. Cultivate interest and provide opportunities to actively participate in activities.

In junior high school English teaching, one of the important conditions for improving classroom teaching and helping students to form and develop creative thinking is to adopt a variety of intuitive images such as slides, stick figures, pictures, dialogues, games and other teaching methods that students like, supplemented by visual thinking and abstract thinking, so as to attract students and increase their interest. Only in this way can students' innovative consciousness and spirit be stimulated to the maximum extent. In general classroom teaching, class teaching system is beneficial for teachers to spread knowledge to all students efficiently, but it is not conducive to students' interaction and the development of students' unique way of thinking. Therefore, creative thinking teaching should take the form of combining collective teaching with group teaching. There are two points in operation: collective teaching: giving priority to teachers' lectures, adopting heuristic teaching methods in which students widely participate in thinking activities, or discussing and communicating with the whole class, with teachers and students participating together, etc. Pairing or group activities: teachers create problem scenarios, students think independently, practice or explore and find out, and on the basis of good preparation, they conduct pairing or group discussion or other activities for exchange and cooperative learning. Pairing activities can give students the opportunity to talk face to face and use the language independently, resulting in information exchange, which can be fed back and corrected in the interactive activities between the two sides. Group activities can make more students in the class participate in the activities at the same time, create an interactive classroom effect and an interactive emotional atmosphere, let students feel more freedom, have more choices and better opportunities to say what they want to say, and let them have a greater sense of responsibility and give full play to their autonomy. Pairing or group interaction can improve students' participation rate in teaching activities. Teachers should participate in these activities as much as possible, making cooperative learning the main form of cooperation between students and between teachers and students, which is conducive to the development of good interpersonal relationships. Pairing or group cooperative learning provides every student with a fair opportunity to participate, promotes the improvement of students' overall level, and thus develops their creative thinking.

Second, the unity of innovative thinking ability and listening, speaking, reading and writing ability.

It is an effective method to integrate the cultivation of innovative thinking ability into listening, speaking, reading and writing activities. Listening is a receptive activity, but it can also cultivate creativity. For example, after listening to a short paragraph, ask students to express what they have heard in the form of dialogue; Compared with dictation, it can arouse students' enthusiasm and cultivate their analytical, comprehensive, expressive and divergent thinking abilities. Speaking is an excellent form of activity to cultivate creative language expression ability. Teachers stimulate students' divergent thinking by creating certain situations. For example, you are on a boat on the lake. You and your friends are going fishing. If you fall into the lake but you can't swim. what are you going to do？ All these are challenging students' ability to analyze and solve problems in English and their logical thinking. In reading, analyze the theme of the article, the general idea of the paragraph, the character and the excellent quality of the master. Can cultivate observation, imagination and analysis, synthesis, abstraction and other ways of thinking. Writing can be a comprehensive expression of various innovative thinking abilities. Teachers ask students to write a short composition every week, or set a writing situation. Through continuous writing training, students' creative ability will be gradually improved.

Thirdly, cultivate students' autonomous learning ability.

If students want to think independently, discover knowledge and master principles and principles by themselves. Students should be given time and space for independent association, otherwise innovative thinking is impossible. Necessity is the mother of creation. Only when students feel the need to learn can they continue to learn and innovation become possible. Therefore, teachers must fully mobilize students' initiative in learning, and turn students' passive learning, such as being explained by beautiful teachers and memorizing words, grammar rules and sentence patterns, into active knowledge. To this end, I start from the following two aspects:

1, create situations and train imagination.

1 Let me ask the students first: If you are a radio reporter, how do you interview celebrities? Students will pay special attention when reading relevant dialogue materials, and then use them on their own problems, and try to make up their own unique and creative dialogue exercises to show to the whole class. This kind of teaching can arouse the initiative and enthusiasm of students' thinking, cultivate their interest and attitude in learning and promote the development of students' innovative thinking.

It can not only consolidate language knowledge, but also train students' imagination and language expression ability and develop students' divergent thinking ability. It helps students develop their thinking and language fluency. At the same time, our purpose is not to find a standard ending for the story, but to give students a good opportunity to find an ending for the story, so as to develop their creative thinking ability and use English creatively.

2, combined with the teaching content, a variety of ways of thinking training

According to the teaching content, such as the manifestations of some social phenomena and the association of some historical events, let students take this opportunity to inspire and induce them to open their minds and list other advantages and disadvantages, uses, scope, forms and connections as much as possible. In teaching, teachers can guide students to solve the same problem by creating problem situations, avoid the negative influence of fixed thinking, and cultivate the habit of multiple thinking and the spirit of exploration. For example, teachers can inspire students to know many possible results of things by creating situations, so as to overcome the negative influence of thinking mode and develop students' fluency, flexibility and uniqueness of thinking. Through such inspiration and guidance, students' inspiration and thinking imagination are stimulated, so that students' ideas can be developed from a "point" provided in the book, and efforts are made to expand the toolkit to many examples that can be explained, involved or triggered by the content of the textbook. This divergent thinking training also includes cultivating students' extensive associative ability and self-learning ability through analogy. This kind of persistent training will make students' thinking scope naturally expand, and their thinking will develop in many directions and be more energetic when they are touched. Cultivating students' concentrated thinking is mainly to cultivate students' ability of abstraction, generalization, judgment and reasoning. Teachers consciously guide students to analyze, synthesize, abstract and summarize the typical materials provided, thus forming concepts, helping students learn some laws and methods of thinking, and gradually forming the ability of concentrated thinking. If students are allowed to operate words, they will change from "passive" to "active" in this dialogue, feel the language repeatedly, and get corresponding training in using language, thinking and language. Research shows that the whole process of a creative activity can only be completed through repeated cycles from decentralized thinking to centralized thinking, and then from centralized thinking to decentralized thinking. Therefore, to cultivate students' creative thinking, we should not only focus on cultivating students' scattered thinking, but also focus on cultivating students' concentrated thinking. At the same time, we can also train students' thinking of seeking common ground and seeking differences through competition, series and comparison. Through practical exploration, students' thinking is open and active in the classroom, and their academic performance will be improved obviously.

Fourth, carry out task-based classroom teaching activities and cultivate new thinking of seeking differences.

To some extent, people use language to accomplish various tasks. Task-based teaching is to let learners complete various communicative activities with language. Students learn and master a language through various forms of language activities such as expression, communication, consultation, explanation and inquiry. Task-based classroom activities are specific means to cultivate creative thinking in English teaching. With the task, students' thinking, intuition and imagination will advance in a certain direction, thinking activities will be less blocked and smoother, and more thoughts will be expressed in less time, thus resulting in the fluency of words, concepts and associations. With the task, language learning can develop from the explanation of knowledge and understanding of rules to the expression of meaning and the cultivation of ability. In the process of completing the task, the creation of communicative situations and students' active participation enable students to creatively use language rules to think about new ideas and express new concepts. So many industrial activities, such as asking students to make phone calls after learning numbers; After learning a compulsory language, arrange students to send instructions to the robot; Organizing students to debate after accumulating certain vocabulary can cultivate the fluency, flexibility and uniqueness of thinking and gradually meet the requirements of innovative thinking for the quantity, speed and quality of activities. In the process of English classroom teaching, teachers should organize different forms of task-based activities according to different teaching purposes. Innovative ability is the synthesis of divergent thinking, intuitive thinking, imaginative thinking, rational questioning and induction. Innovative thinking ability is mainly triggered and expressed through language intake and output, meaning understanding and output. Therefore, it is necessary to adopt different types of activities to cultivate different forms of thinking ability.

In a word, teachers should encourage students to engage in creative thinking activities as much as possible, because it helps to give full play to students' main role and teachers' leading role, and also conforms to the principle of inspiring teaching. More importantly, it can effectively encourage students to think extensively and changefully, enhance their imagination and adaptability, stimulate their creative desire, cultivate their sensitivity, fluency, flexibility, originality and thoroughness of thinking, and most importantly, cultivate their innovative spirit.

How to Cultivate Students' Innovative Thinking in Classroom Teaching

Innovative thinking depends on students' thinking quality, which requires teachers to abandon all kinds of practices that are not conducive to students' innovative personality, innovative consciousness and innovative skills, and establish an equal, interactive, harmonious and happy teaching environment. Teachers should trust students, appreciate their words and deeds, acknowledge their nature, protect their childlike innocence, and communicate with students on an equal footing and learn together. Through the equal, relaxed and harmonious atmosphere in the classroom, we can cultivate students' self-confidence, create a free and open space for the healthy development of students' personality, and gradually cultivate students' awareness and habits of autonomous learning, so that students are willing to learn, enjoy learning, learn well and develop independently.

Second, strengthen the cultivation of different thinking and stimulate students' innovative consciousness.

People's thinking includes seeking common ground and seeking differences. Seeking common ground is conducive to learning the knowledge and experience of predecessors, while seeking differences is conducive to developing and innovating the knowledge and experience of predecessors. In classroom teaching, to strengthen the cultivation of students' innovative spirit, it is undoubtedly necessary to strengthen the cultivation of different thinking. Encouraging students to have "different ideas", allowing students to express different views, allowing students to think and solve problems from different angles and in different ways are all conducive to the cultivation of different thinking. Once the students' "strange" ideas are affirmed by the teachers, their confidence will be doubled and their mood will be high, and the idea of "seeking differences" will continue to emerge. Teachers promptly affirm and encourage students to create these conclusions, affirm their efforts, protect and motivate all students' innovative desires and attempts, and let students feel the joy of participation and innovation, so that students' thinking will continue to broaden. Over time, students' innovative consciousness will be stimulated and innovative thinking will be developed.

Third, strengthen the training of reverse thinking and cultivate students' innovative thinking ability.

Reverse thinking is a breakthrough in thinking training. Thinking from opposite angles, different positions and different sides is completely opposite to the traditional logical thinking direction. In the teaching process, we often use reverse thinking to judge, reason, demonstrate and solve difficult problems, and bring students to different positions and angles to discuss problems, which will make students curious and curious, expand their thinking, and be in a "strike" state, thus making some discoveries and innovations. For example, consider the problem from the contradictory conditions: the human body may get an electric shock when it touches a charged body, so why do you have to let your hand touch the metal body at the end of the pen before the neon tube can shine? Through this discussion, students' thinking changes from divergence to concentration, overcoming the obstacles and rigidities brought by a single thinking mode, thus reaching a new thinking realm. Often receiving such thinking training will improve the flexibility and variability of students' thinking, break through the shackles of conventional thinking, and thus cultivate students' thinking creativity.

Fourthly, by strengthening experimental teaching, students' innovative thinking ability is improved.

Physics experiment teaching is an effective measure to cultivate students' physical practical ability and creative thinking. In physics experiment, students should not only master specific operation and some practical skills, but also guide them to learn to learn physics experiment methods and cultivate their creative thinking. For example, the superposition method is used to measure the thickness of a piece of paper, the control variable method is used to study the relationship between current and voltage and resistance, and the drainage method is used to measure buoyancy. In addition, reasonably and scientifically improving textbook experiments (for example, using laser pens, small mirrors, protractors and other instruments provided by students) is helpful to stimulate students' creative enthusiasm and deepen their understanding of the connection between physical knowledge and practice. In experimental teaching, we should try our best to turn confirmatory experiments into exploratory experiments, so that students can learn actively from simply imitating and repeating the experiments demonstrated by teachers to observing experimental phenomena, exploring experimental principles, analyzing and summarizing conclusions. For example, learning convex lens imaging should not give students conditions. Let them observe the relationship between U and V, imaging conditions and characteristics, and let them explore experiments, stimulate innovation interest, develop innovative thinking and cultivate innovative ability.

(Author: 068250 Luanping No.2 Middle School, Hebei Province) Literature on Teaching and Research at Home and Abroad 1, No.4, 2006

How to cultivate students' innovative thinking quality in primary school mathematics classroom teaching

The most valuable quality in mathematical thinking is creative thinking. Cultivating students' creative thinking is not aimed at high IQ students, but at all students, so that they have the opportunity to get creative thinking training. Teachers should try their best to explore the creativity of each student, so that each student's creativity can be fully exerted and students can be trained into new creative talents.

How to Cultivate Students' Innovative Thinking in Situational Teaching

Knowledge is productivity, innovation is the soul of a nation, and it is an inexhaustible motive force for a country's prosperity. Creation can meet all human needs, which is conducive to national development and social progress. Now the whole world is talking about knowledge economy. The core of knowledge economy is innovative knowledge, and our students are the masters of the future society. The people most needed in the future society are creative talents. We should cultivate students' creativity, develop creative thinking and cultivate innovative consciousness and spirit from an early age. Our quality education is to achieve this great goal. Primary school students are the main force of national construction in the new century, and cultivating innovative thinking is the central task of quality education, so innovative education should start from primary schools. Then, how can primary school teachers cultivate students' innovative thinking in classroom teaching?

1. Stimulate emotions and cultivate students' innovative thinking

The emotional stimulation of students often needs the emotional input of our teachers. Don't let yourself look sad and depressed in front of your classmates. Students' emotions and emotions are in a period of rapid development, and their emotional state is very situational and easy to cause * * *. If we treat students equally, bring them a smile, bring them sincerity and encouragement, care and love, respect and trust, establish an amiable and respectable image in their hearts, arouse their desire to learn actively, and at the same time, their creative thinking is also inspired.

2. Creating situations to cultivate students' innovative thinking

Our teacher is the leader of the emotional trend of a group member, and must have good emotional ability and skills to cultivate situations. For example, in the teaching of "knowing right angles", we used exaggerated methods in the introduction: Students, today we are going to study the most beautiful angle (right angles). Do you want to see it first? Another example is the teaching of "addition and subtraction within 10", which is designed as "the white rabbit carries the radish and loses it all the way." Eight leaves five radishes. How many do you count? " Using language to create a learning atmosphere can easily make students have positive cognitive emotions and take the initiative to learn.

"Emotion is like fertile soil, and the seeds of knowledge are planted on this soil." Although the information provided by the textbook is static, our teachers should be good at setting up doubts skillfully, creating good thinking situations and designing dynamic forms to stimulate students' emotions. For example, when teaching "Preliminary Understanding of Corner", first show the physical pictures of the school, such as red scarf, five-pointed star and polygonal flower pond, so that students can find the corner from their familiar daily life. In addition, I often use my mouth to calculate the game. In a few minutes of oral arithmetic training every day, I practice in the form of "driving a train", "rushing to answer", "grabbing a red flag", "catching a dragon" and "being a doctor", praising my classmates who have done well in time and praising myself in the form I like. This not only enlivens the classroom atmosphere, eliminates study fatigue, but also enables students to learn. In teaching, I like to use this method to constantly show the problems that have been promoted layer by layer, so that students can constantly experience the joy of success and feel "one wave after another". With the encouragement of the teacher, the students are eager to try and actively participate in learning activities from beginning to end. In this way, students' thinking is stimulated unconsciously.

3. Believe in students' creative potential and cultivate students' innovative thinking.

According to students' curiosity to explore new things, we believe in the possibility of students' ability development and find the "bright spot" of students' creative thinking. The seeds of creative thinking can be cultivated not only by top students, but also by underachievers. For example, in mathematics teaching, first-grade pupils can look at colorful mathematical illustrations, imagine freely under the inspiration of teachers, turn the image into mathematical problems, choose their own conditions, and independently compile a variety of different application problems of addition and subtraction within 10, which is the initial germination of "innovation" consciousness. Give full play to teaching democracy, induce enlightenment and achieve enlightenment, that is, even the creative thinking ability of underachievers has sprouted.

4. Set questions to cultivate students' innovative thinking

Being good at questioning is the thinking basis of invention. Einstein said, "It is often more important to ask a question than to solve it." Only when there is doubt can we explore, and only when there is exploration can we create. Therefore, when guiding students to ask questions and find problems, we should first pay attention to stimulating students' thirst for knowledge and desire for positive thinking. Only by putting students in interesting and curious situations can they be stimulated to think positively. For example, I heard that the nature teacher tried two different teaching methods in the course of "History of Automobile Development". One way is to show the original car and unicycle with a wall chart and ask the students directly, "What are the advantages of the improved unicycle?" Another way is to make the comparison of the above two kinds of cars into a story form and ask the students, and carefully design the cars of different eras into wonderful courseware to match the story. Causes students to have two completely different attitudes. In the first method, the child is at a loss and just wants to wait for the teacher to explain. The second method is to introduce children into the story and carefully design some questions, such as: "What would primitive people think if they accidentally found a log rolling down the mountain after struggling to carry a big stone?" "With the help of logs, it is very labor-saving, but what is the most annoying and laborious thing to move big stones? If you were a primitive man carrying logs, what would you think of? " At this time, students will actively think, try to find the key to the problem and explore ways to solve it. This is very important for cultivating children's innovative spirit and "creative consciousness" from an early age.

5. Let students practice and cultivate their innovative thinking.

Piaget pointed out: "Thinking begins with action. If the connection between action and thinking is cut off, thinking will not develop. " Improving students' practical ability is an important link to cultivate students' creative thinking. The process of hands-on operation is a process of using both hands and brains, and it is an effective means to cultivate skills and promote the development of thinking. In teaching, we should make full use of teaching aid demonstration, learning tool operation and other means to provide students with opportunities to participate, and try our best to let students cooperate with their eyes, hands, brains and various senses to push them to the main position in the activities. In this way, students' innovative consciousness can be cultivated by hands-on operation, and some abstract mathematical knowledge can be turned into acceptable forms for students.

For example, when teaching "the volume of a cone" in math class, students are organized to divide into three groups of experiments: one group uses a cylindrical cone with equal bottom and equal height; A group of cylindrical cones with different heights at the bottom; The other group uses cylindrical cones with different bottoms and heights. Then let the students experiment in groups with water or sand to explore the volume relationship between cone and cylinder. Through observation, conjecture and experiment, students come to the conclusion that the volume of a cone with equal base and equal height is equal to 1/3 of the volume of a cylinder, while the volume of a cylinder with unequal base and equal height has no such relationship with the volume of a cone. This kind of hands-on operation enables them to learn to feel, think, understand and gain in practical activities.

6. Enrich imagination and expand innovative thinking of the suite.

Einstein once said: "Imagination is more important than knowledge, because knowledge is limited, and imagination sums up everything in the world." Creativity comes from imagination, and the richer the imagination, the stronger the creativity. Rich imagination is the wing of creation. Therefore, in teaching, I encourage students to imagine boldly and let them fully display their "inventions" and "creations". Chinese teaching is an important way to cultivate students' imagination. For example, when teaching the Great Wall, students think, "How did the ancient working people build a stone weighing one or two tons on the Great Wall?" When asking questions, the teacher asked the students to imagine the handling scene at that time, so everyone expanded their imagination, expanded their thinking and made a speech: some said that these stones were forcibly carried up by countless shoulders and countless hands; Some people say that people have come up with ingenious ways to build it with wisdom ... Finally, some students took the initiative to conclude that the Great Wall was successfully built by ancient working people with their own strength, wisdom and skills. Teachers intend to stimulate students' imagination for a long time, which can play a considerable role in expanding students' innovative thinking and cultivating students' innovative ability.

Innovative thinking is developed on the basis of general thinking and is the result of acquired training. Students' innovative thinking can be realized and improved through acquired training. Classroom teaching is the main channel to cultivate students' innovative thinking and ability. Through the exploration and research of classroom teaching mode, with the cultivation of innovative thinking as the core, we can comprehensively cultivate students' innovative spirit, innovative thinking, innovative ability and innovative personality, and lay a good foundation for students' future invention and creation.

How to Cultivate Innovative Thinking in College English Classroom Teaching

First of all, you should cultivate your interest in English and read more interesting English essays or original movies and cartoons.

Secondly, you should increase vocabulary accumulation, which is simply memorizing words. If you think memorizing words is boring, you can remember them in sentences.

Third, you should cultivate a sense of language, read more English articles, make some foreign friends, join English clubs or other English activities, and use English as much as possible;

Fourth, don't rush for success, start from the foundation, lay a good foundation and take your time;

Fifth, do more questions. Do more questions, do more questions of the same type, and even if you don't understand the meaning of each word, you can choose the correct answer based on your sense of language;

Sixth, you can sign up for a remedial class to strengthen your weak links.

How to cultivate students' innovative thinking ability in senior high school English classroom teaching

Focusing on cultivating students' innovative spirit and practical ability, implementing quality education in an all-round way is the focus of current basic education reform and one of the fundamental tasks of cross-century education reform. Teachers should attach importance to students' quality education in English teaching activities, guide students to change their learning concepts and traditional passive learning methods, and make students willing to think about the problems they face in English learning and creatively participate in teachers' teaching and students' own learning.

How to Cultivate Students' Innovative Thinking in Music Teaching

At present, music teaching in China is mainly divided into three directions in teaching curriculum arrangement: 1, vocal music teaching: including solfeggio, bel canto and folk singing. 2. Theoretical basis of music: music theory, folk music, Chinese and foreign music history, music composition, etc.

How to Cultivate Students' Oral Ability in Classroom Teaching

Cultivate students' interest in speaking and encourage them to speak boldly and independently.

Whether the conversation is successful or not largely determines whether you will listen to others, whether you are good at discovering the emotional intention of the other party in listening, and whether you are good at capturing the information conveyed by the other party's conversation. People spend half their time listening in language communication activities. In modern society, the channel of retaining information through voice communication is developing rapidly, which requires us to have a strong "listening" ability. As a teacher, how to cultivate students' listening and speaking ability? For the new students, they all have a strong thirst for knowledge and are also eager to express their psychological wishes. However, as I just arrived in a strange environment, I came into contact with so many unknown teachers and classmates. It is easy to become timid and dare not say anything if you want to. Therefore, we should try to choose some content that is close to students' life and full of childlike innocence as the material to train students to speak.

Interest is a stimulus to human brain thinking, and it is the motivation for students to learn. Teachers should consciously let students listen to some interesting stories. After listening to these stories, ask the students to retell them and see which one speaks the best and remembers them the fastest. Teachers should praise students who speak well, encourage students who don't speak well, and let students dare to speak and love to speak unconsciously. Listening is also more focused. Only when you are interested in listening and speaking can you learn to speak in a lot of oral practice.

Second, cultivating students' good speaking habits is an important condition for forming their speaking ability.

The language of primary school students is naturally developed in rich life, without systematic training, and there is a widespread phenomenon of "interrupting if you shouldn't talk, and not talking if you should talk". This requires teachers to pay attention to cultivating students to develop the following speaking habits.

1, others can speak without barriers and can listen to others.

2. Pay attention to what others are saying and understand what others are saying.

If you have questions about what you said to others, you will ask questions.

4. Be able to understand what others say and remember it.

5. Speak concisely and don't procrastinate.

6. Consistency and no contradiction.

7, around the theme, don't leave the central topic.

8. Speak appropriately and choose the right words.

9. The intonation is clear, fluent and not stuttering.

If students can do the above, it shows that students also have good speaking habits.

On how to cultivate students' English language ability in classroom teaching

Constructivism holds that knowledge is not acquired through teachers, but through learners' use of learning resources with other help in specific situations. Obtained by means of meaning construction. "Task-driven" is a teaching method formed on the basis of constructivism theory. The teacher's "task" in junior high school English classroom teaching is to create a situation for students to acquire knowledge. Guide and help students to acquire language knowledge through meaning construction and create in the process of meaning construction. Improve students' communicative competence in English. I talk about some experiences on how to cultivate students' oral communication ability.