Creative thinking is an advanced psychological activity of human beings. Creative thinking is the basic quality that politicians, educators, scientists, artists and other outstanding talents must possess. According to psychology, creative thinking means that thinking can not only prompt the essence and internal relations of objective things, but also produce novel and unprecedented thinking results with social value on this basis. Creative thinking is developed on the basis of general thinking, and it is the result of acquired cultivation and training. Chaplin made an intriguing remark: "Just like playing the violin or the piano, thinking needs to be practiced every day." Therefore, we can use psychological creative thinking ability, which is an advanced ability combining intellectual factors with non-intellectual factors. It is restricted by a certain social situation, influenced by ambition, motivation and willpower, and influenced by culture and scientific knowledge. It is an advanced thinking activity of human beings. First, stimulate interest in knowledge and cultivate creative thinking ability. Interest is a tendentious psychological feature. When a person is interested in something, he will actively, actively and persistently explore it. If a student is interested in a certain subject, whether he is faced with complicated learning content or intense homework, he will always be enthusiastic, absorbed and sleepless to study and explore, showing a strong desire for knowledge and exploration spirit. It can be seen that interest is inevitably related to exploration and success. The cultivation of creative thinking ability should be based on stimulating students' cognitive interest. Cognition is a reflection of objective reality, and cognition itself is a process of stimulating interest. Whether we can give full play to the enthusiasm and initiative of cognition depends to a great extent on interest as the guidance. If teaching is just "following the book" and "transferring knowledge", it will not stimulate students' interest in understanding; However, it is not a scientific attitude to cater to students' tastes and be innovative at will. Therefore, the primary problem is that teachers should regard students as the masters of cognition and give full play to students' main role in the cognitive process. Generally speaking, teachers should do everything possible to change the object and task of cognition from the indirect needs of students to the direct needs, forming a powerful internal motivation to stimulate interest. Teachers can express abstract concepts and profound principles as vivid facts or phenomena according to the characteristics of teaching content. We can also take them to natural and social life, guide them to observe natural and social phenomena, find out the difference between knowledge objects and other things, find out its characteristics, its movement and changing state, and be inspired by it to generate curiosity, so that they can overcome all difficulties with a happy and soaring mood, analyze, compare, experiment, study and master the development law of knowledge objects. In order to stimulate students' cognitive interest, teachers must love the subjects they teach, and strive to engage in discovery, research and exploration, so as to make it their own interest center. With such an interest center, teachers can make more efforts in excavating teaching materials, organizing teaching forms, choosing teaching methods, etc., so as to make their teaching art attractive and unstoppable, thus more effectively stimulating students' interest in cognition, which in turn will directly affect students' emotions and promote students' interest in cognition. In a sense, cognitive interest is more important than cognitive results. Only with a strong cognitive interest can we have a high level of cognitive effect. With a strong cognitive interest, students' spiritual life will be rich and their thinking will be flexible, which opens the door for the cultivation of creative thinking ability. Second, explore the field of knowledge and cultivate creative thinking ability. Interest is the introduction of creative thinking, which does not mean that with interest, you will have creative thinking ability. The cultivation of creative thinking ability is based on rich knowledge. The ancients in China said, "If you learn to be rich, you will learn to be poor." . In other words, only by advertising widely can we get its essence; Only with rich accumulation can we skillfully use it. This process of taking the essence and using it skillfully is bound to go through a process of creative thinking activities. Extensive and profound knowledge has laid a good knowledge foundation for this creative thinking activity. Creative thinking often relies on the revelation of related things to trigger association, thus achieving a leap in understanding. Then, opening up students' knowledge field and making them have extensive knowledge will help to discover the connections among all kinds of knowledge, be inspired, trigger associations, generate migration and connections, form new viewpoints and theories, and realize a new leap in understanding. Expanding students' knowledge is an important way to cultivate their creative thinking. Expanding students' knowledge field must be based on solid basic knowledge and skills. Therefore, in teaching, I strive to build a platform for students' independent, cooperative and inquiry learning, tap the potential of creative thinking, cultivate students' ability to accumulate knowledge in many ways, and let students have more time to acquire knowledge after class. Third, encourage exploration and seek differences, and cultivate creative thinking ability. Extensive knowledge is only a necessary condition to form creative thinking ability, and it is a complicated process to transform knowledge into creative thinking ability. It often requires the comprehensive use of various forms of thinking. Different thinking is one of the most important thinking forms. Different thinking refers to the thinking process and method of seeking different answers to a question from different directions, even in the opposite direction. Any discovery and invention and the establishment of any scientific theory are based on the thinking of seeking differences first. There is no "seeking difference" and no "innovation". "Self-mediation" consciously cultivates their creative thinking from several aspects. (1) Wings with "fantasy" Psychologists believe that the human brain has four functional parts: one is the receptive area that accepts external feelings; The second is the storage area where these feelings are collected and sorted out; The third is to evaluate the judgment area of the received new information; The fourth is to combine the old information in a new way. People who are only good at using the functions of storage area and judgment area but not imagination area are not good at innovation. According to the research of psychologists, the average person only uses 15% of the imagination area, and the rest are still in a "hibernation" state. To cultivate this virgin land, we must start from cultivating fantasy. Imagination is the thinking ability of human beings to make comprehensive analysis, inference and imagination by using the information stored in their brains. In the process of thinking, without the participation of imagination, thinking will be very difficult. Especially creative imagination, is regulated by thinking. Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge evolution." Einstein's "special theory of relativity" began when he was a child, when he imagined that people would follow the light and try to catch up with it. The first airplane in the world started from people's fantasy of making bird wings. Fantasy can not only lead us to discover new things, but also inspire us to make new efforts, explore and engage in creative labor. Young people love fantasy and should cherish this precious wealth that belongs to them. Fantasy is the preparatory stage of creative imagination. What is still in your fantasy today may appear in your creativity tomorrow. (2) Cultivate divergent thinking The so-called divergent thinking means that if a question may have multiple answers, then focus on this question, spread the direction of thinking outward, and find the more appropriate answer, the better, instead of just finding a correct answer. In this kind of thinking, people can sprint from left to right and fully display the creative elements of thinking in various suitable answers. Glashow, an American scientist who won the 1979 Nobel Prize in Physics, said: "Learning in many aspects can broaden our thinking ... The more we master the image of things in the world or human society, the more helpful it is to abstract thinking." For example, we think, "How many uses do bricks have?" We have at least the following answers: building houses, building walls, paving roads, stopping cars parked on slopes, making hammers, pressing paper heads, marking lines on behalf of rulers, padding things, fighting weapons, and so on. (3) Developing Intuitive Thinking The so-called intuitive thinking refers to sudden comprehension or understanding without step-by-step analysis. Many psychologists believe that it is the active expression of creative thinking, the forerunner of invention and creation, and the fruit suddenly obtained after confusion, which plays an important role in the process of invention and creation. The "Archimedes principle" in physics is the moment Archimedes jumped into the bathtub, and found that the volume of water overflowing from the edge of the bathtub was as large as that of his own body, thus realizing the famous law of specific gravity. For another example, when Darwin observed the phenomenon that the top of plant seedlings bent towards the sun, he thought it was because something in the top of the seedlings ran to the backlight side under the light. But in his life, he failed to prove what kind of substance it was. Later, after repeated scientific research, this substance auxin was finally found in 1933. In the process of learning, intuitive thinking sometimes shows strange questions, sometimes bold guesses, sometimes urgent answers, sometimes solving a problem and imagining a variety of novel methods and schemes. In order to cultivate our creative thinking, when these imaginations come in droves, never ignore them. Young people have a keen sense of smell, a good memory and an extremely active imagination. When they find and solve problems in their study and work, they may suddenly come up with new ideas and concepts. We should catch the product of this creative thinking in time and be good at developing our own intuitive thinking. (4) Cultivate the fluency, flexibility and originality of thinking. Fluency, flexibility and originality are the three elements of creativity. Fluency is the ability to respond smoothly to stimuli. Flexibility refers to the ability to improvise. Originality refers to an unusual response to stimuli, with novel elements. These three characteristics are based on extensive knowledge. In 1960s, American psychologists used so-called fast association or storm association to train college students' thinking fluency. During training, students are required to throw out some ideas as quickly as a storm in summer, and there is no delay. The quality or quantity of the exam is not good or bad. The evaluation will be conducted after the end. The faster the speed, the smoother it will be, and the more you talk, the smoother it will be. This kind of free association and quick response training is of great help to thinking, which can promote the development of creative thinking both in quality and fluency. (5) Cultivate a strong thirst for knowledge. Both Plato and Aristotle, ancient Greek philosophers, said that the origin of philosophy is the surprise of human beings to nature and all their own existence. They believe that positive creative thinking often begins with people feeling "surprised" and igniting a strong interest in exploring this issue emotionally. Therefore, to stimulate their desire for creative learning, we must first make ourselves have a strong thirst for knowledge. And people's desires are always generated on the basis of need. Without spiritual needs, there is no curiosity. We should consciously solve problems for ourselves, or "chew" puzzles left by predecessors to stimulate our curiosity. Young people have the strongest thirst for knowledge. But if you unconsciously transfer your intelligence and pursue science, you will naturally shrink. Curiosity will encourage people to explore science and think creatively, and only in the process of exploration will curiosity and thirst for knowledge be constantly stimulated, so that it will never be exhausted and become living water forever. Only when a person's psychological state of learning is always in the stage of "eager to try" can he turn his learning process into an active process of "seeking up and down" Such learning can not only acquire existing knowledge and skills, but also further explore unknown new realms, discover new knowledge that has not yet been mastered, and even create unprecedented new insights and new things.