Creative thinking is a psychological process. Like scientists, primary school students have creative thinking. The difference is that scientists' creative thinking points to exploring the unknown, while primary school students' creative thinking points to inheriting the known. The creative level of a scientist is the inevitable result of the development of his creative thinking when he was a child. Therefore, we believe that for primary school students, as long as they don't imitate others' practices, use their existing knowledge and experience, and have new understanding on the basis of teachers' teaching or self-learning, they will have unique opinions; As long as we can find different problem-solving methods and learning methods from textbooks and teachers; As long as we can use what we know to solve practical problems and have novelty and uniqueness, it belongs to the category of creative thinking.

First, the characteristics of primary school students' creative thinking

The characteristics of primary school students' creative thinking are divided into two parts: performance characteristics and development characteristics.

1. Performance characteristics.

For primary school students, their creative thinking is mainly manifested in learning activities, which is fragmentary and vague, and teachers must have a keen eye to find it.

(1) Knowledge and skills. Can understand and remember the teacher's teaching content well, have unique observation methods and strong curiosity; Sometimes I will ask some questions that the teacher can't answer at the moment; Like to discuss problems and do homework, and get satisfaction from solving their own problems; Have an indomitable spirit in learning and have their own goals; Don't pay much attention to grades but stick to their hobbies; The results are not necessarily the best, but I am particularly interested in small production and have strong hands-on ability.

(2) insist. Take the assigned task as the main goal and work hard to complete it with eager mood; Never give up and retreat in the face of failures and difficulties; Dare to express opinions and stick to your own views; Not afraid of irony; Stick to what you think needs to be done.

(3) reactivity. Have keen observation, strong comprehensive and reasoning ability, and can actively respond to adult suggestions and questions.

(4) Respond to challenges. Willing to deal with difficult problems; Dare to challenge different opinions and don't like to do what others say; We always critically absorb the knowledge in textbooks and teachers' opinions, and find problems from them.

(5) agility. Be able to respond quickly to events in study and life and get results.

(6) oral expression. Be good at using many words correctly; Although he may not be good at rhetoric, he can always express it appropriately and profoundly as long as he thinks carefully.

(7) profundity. Compared with their peers, they can see the essence through phenomena; Be good at discovering the deep-seated reasons of things; Good at predicting the outcome of things.

(8) flexibility. Be able to think from one place to another; Be able to get rid of one's own prejudice and correct one's views according to specific conditions; Be good at taking advantage of others' strengths.

(9) originality. Like to think independently, be able to draw inferences from others, and be good at seeing problems from multiple angles; Have divergent thinking characteristics and habits with multiple solutions to one problem; Don't ask teachers questions easily, don't be satisfied with ready-made answers, and always ask why; Ability to solve problems in novel or unusual ways; Sometimes I like to be original.

(10) imagination. Be good at bold imagination and hypothesis in learning, and constantly discover new things, new problems and new achievements; Good association and intuitive thinking ability; I like fantasy and even whimsy.

(1 1) reasoning ability. Be able to extend the given concept to a wider range of relationships and understand the given material from the overall relationship; There are special methods to seek the relationship between various related factors, control and eliminate various variables; Have the ability of analogy, association and migration.

(12) Interest mood. Interested in all disciplines and activities; Strong self-confidence and emotional stability. Don't care about gains and losses, have a sense of humor.

2. Development characteristics.

(1) The independence of thinking is constantly improving. With the gradual maturity of physical and mental development, primary school students gradually transition from concrete thinking to abstract thinking, especially in the early adolescence, their dependence on teachers, parents and other adults is decreasing, their ability to think and operate independently is improving, and they begin to have their own opinions.

(2) Critical thinking is constantly improving. Primary school students, especially junior students, have a strong dependence on teachers, parents and books, and think that as long as what is written in books and what teachers and parents say are correct, they all accept it. With the gradual maturity of all aspects, they found that what the teachers' parents said in the book was not necessarily reasonable and scientific, and began to accept it critically, which was manifested in judging the teachers in class at school.

(3) The profundity of thinking is constantly enhanced. The primary school students in the lower grades mainly think figuratively, and look at the problem shallowly. By the fifth and sixth grade, I have had a preliminary abstract thinking, and I can gradually penetrate into the essence of things through phenomena, and I have been able to foresee the results of things.

(4) The divergence of thinking is increasing. Primary school students in lower grades are short of knowledge, experience and methods, and their thinking mode is the same. With the increase of knowledge and experience, especially from the third and fourth grades, they have been able to think from multiple angles. Without the shackles of stereotypes and habits, whimsical novel ideas often appear. If properly guided, divergent thinking will develop rapidly, which is the best opportunity to cultivate divergent thinking.

(5) The initiative of thinking is constantly improved. In the lower grades of primary school, there is little active thinking, and most of them are passive thinking, that is, the problems to be considered are all put forward by teachers. In the third and fourth grades, especially in the fifth and sixth grades, students' active thinking began to increase sharply. They constantly realize the role, significance and value of the creative object, and their curiosity and creative consciousness are increasingly strong.

Second, the cultivation methods of primary school students' creative thinking

1. Cultivate creative thinking atmosphere.

People's creative ability is not born, but acquired. The formation and development of a person's creative ability depends not only on personal efforts, but also on the influence of education and environment. A good creative atmosphere can promote the emergence of creative talent groups; Bad or even bad atmosphere will stifle the generation of creative talents. To this end, schools must do two things well. First, we should correctly understand and face up to the cultivation of creative thinking. Second, we should change the training goal that always focuses on imparting knowledge and shift the focus to cultivating students' curiosity, independence and creative thinking.

2. Cultivate students' keen observation.

All scientists, artists and politicians with outstanding achievements have keen observation. We should protect pupils' strong curiosity and thirst for knowledge, which is the motive force of observation. We should teach them the methods and skills of observation, guide them to observe society and nature, let them find and ask questions in observation, and let their creative thinking get more exercise and development.

3. Teach students to associate and be good at imagination.

Cultivating students' association and imagination is an indispensable condition and important content for developing students' creative 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. Strictly speaking, imagination is a real factor in scientific research. " While boldly encouraging students to expand their imagination, we should enrich their life experience, provide them with situational conditions for free imagination and independent thinking, and encourage them to fantasize boldly.

4. Teach students divergent thinking.

In teaching, teachers should organize more activities to solve more problems and think more, and encourage and affirm those who think more ways; You can also casually think about the ending of Chinese class. Qian Menglong, a special teacher, said: The art of teaching is the art of trying to encourage students. He has a famous saying: there is no standard answer to my question, so just say what you think.

5. Cultivate students' original thinking.

In the palace of science, people who can get seats are often maverick. They often find their own way to form their own families. For primary school students, it is necessary to cultivate their spirit of daring to stick to their own views and dare to challenge authority; Strive to guide students to break through the shackles of stereotypes, innovate and be unconventional; We should respect their unusual problems and ideas.

6. Cultivate students' operational ability.

Operational ability plays an important role in testing the correctness of creative thinking, and almost all inventors have made various models by themselves since childhood. Newton liked to make kites when he was a child, and Edison liked to do experiments when he was a child. Students should be encouraged to creatively make various learning tools and provide special training for special enthusiasts.