The mathematics teaching thesis of Youxue. com brings you how to cultivate innovative ability in primary school mathematics classroom teaching. Welcome to read!

First, based on the "life situation", stimulate interest and stimulate innovation

Mathematics is abstracted from life. Mathematics comes from life, and innovation comes from life. Innovative education should start from the background and reality of life. Generally speaking, students are more interested in mathematics around them and mathematics from real life. Mr. Lu Xun said: learning without interest is tantamount to a kind of hard labor; Where there is no interest, there is no wisdom and inspiration. The great influence of interest on learning effect has been confirmed by countless examples. Using "life situation" to stimulate students' interest in learning, thus inspiring innovation, conforms to the characteristics of students' psychological development. The creation of "life situation" can be carried out by capturing real events in life, simulating life experiences and restoring and recreating life pictures according to real life cases in textbooks. Any kind of "life situation" creation method should focus on what you have learned, have clear goals, seize students' interest in learning and stimulate their innovative spirit.

Second, create a "problem situation" to stimulate motivation and encourage innovation.

Students' mathematics learning content should be realistic, meaningful and challenging. First of all, give students a problem that can be solved with existing knowledge and let them solve it independently. Then, on this basis, the teacher made a request, and the students could not complete the request with the existing knowledge. Let students be in such a "problem situation" and have the need to learn new knowledge.

For example, when teaching "mixed operation with brackets", the example is: "There are 8 boys and 6 girls in the model airplane group, and the number of the art group is twice that of the model airplane group, and the number of the chorus group is 84. What is the number of people in the choir? " After students understand the meaning of the problem, they will solve it through step-by-step calculation. At this time, the teacher can ask, "We have all studied the calculation of comprehensive formulas. I think the calculation of the comprehensive formula is very simple. Do you think about how to solve this problem with a comprehensive formula? " At this time, students will use their brains and think about solving problems. Students are eager to solve seemingly simple problems, which cannot be solved by using existing knowledge. They are unconvinced and try their best to develop students' thinking and encourage innovation.

Third, provide opportunities for success, change attitudes and encourage innovation.

Enhancing students' self-confidence can motivate students to innovate, and students who often gain successful experience will undoubtedly be more confident. Teachers can cultivate students' self-confidence in the following two ways.

1. Seize the opportunity and affirm it in time. In the same class, students' cognitive development level may vary greatly. Some students have always performed well and are often praised by teachers and classmates. Moreover, some students may have difficulties in learning and are rarely affirmed. Such students have less self-confidence, and once they are affirmed, their motivation will be very great. Teachers can pay more attention, seize opportunities and give affirmation in time. Because any student has something worthy of recognition, once the student has made the correct answer, the teacher should find it in time and give sincere praise in time. Affirmed students will make more efforts because of their self-confidence, and then they will make progress more easily and enter a virtuous circle.

2. Create opportunities and experience success. Teachers can flexibly design different levels of questions according to the differences of students' ability, cognitive level and psychological characteristics, so that all students can participate and feel the joy of success. For example, when teaching "understanding verticality", after the teacher has taught the concept of verticality, let the students give examples of "what are the examples of verticality in life?" Name at least two. We can hold a group competition to enhance students' interest, name more ways to add one point to the group, and finally see which group has higher scores. Every student will not be unwilling to lag behind, will think positively, and every student can overfulfil the task.

Fourth, provide learning space for independent inquiry, cooperation and exchange, and practice and innovation.

Through exchange activities, students can improve their ability to express their views. Self-exploration, cooperation and exchange is a good innovative education in itself. Teachers should provide students with learning space for independent exploration and cooperation, so that students have opportunities for practice and innovation. I think there are two main ways:

1. Create a democratic and open learning atmosphere and ensure independent inquiry and cooperative learning. Teachers are the organizers, guides and promoters of learning, not the authority of knowledge. Teachers should create a democratic and open learning atmosphere, so that students have the opportunity to explore, dare to express their ideas, and have the opportunity to practice and innovate. For example, when teaching "knowing fractions", teachers should not introduce "what is fractions" at the beginning, but should give full consideration to students' experience of "1/2" and give them room to discover the meaning of fractions. Encourage students to communicate in groups. What other scores do you know? Even if it is necessary to adopt lecture-style teaching content, teachers should allow students to "interrupt", allow arguments, encourage students to think positively and ask questions in time.

2. Change the evaluation criteria and encourage independent exploration, cooperation and exchange, and practice and innovation. Innovation is risky, and innovation may not be successful. To cultivate students' innovative ability, we must treat innovation correctly, not only successful innovation is innovation. The requirements for students should be more relaxed. As long as students have innovative performance, even if they make mistakes because of their own "innovation", teachers should affirm students' innovative spirit and give timely guidance so that students can continue to actively explore, cooperate and exchange practical innovations. Students are in a learning environment that affirms innovation for a long time, which will naturally enhance their innovation consciousness and improve their innovation ability. On the contrary, if students find unsatisfactory answers in their exploration, teachers will stimulate students with sarcastic language, which will only lead to exploration becoming a mere formality and communication becoming superficial.

Curriculum reform is still in progress. For front-line teachers, whether the curriculum reform is implemented successfully or not has a long way to go.