In classroom teaching how to cultivate innovative thinking ability of students

In classroom teaching how to cultivate innovative thinking ability of students In the implementation of quality education in the process of how to more effectively improve the efficiency of the classroom to become teachers to explore the many issues. At Teaching Math to inspire and guide students in thinking more is to improve the efficient and effective means of classroom. Abstract math knowledge, how to get students actively involved in teaching the whole process of thinking through their own internal laws to be and is able to explore the process of the law of the development of thinking, enhance problem discovery, problem-solving skills, are a math teaching important mission. Knowledge is the result of thinking activity is also a tool for thinking. Learn the knowledge and training in both the difference between thinking, but also intrinsically linked inextricably, and they are at primary school maths teaching process simultaneously. First, cultivate the thinking ability of students to teaching maths in primary schools throughout the entire process, carefully designed classroom problem, students take the initiative to promote thinking. Cultivate the thinking ability of students to teaching maths in primary schools throughout the whole process should be taken into account the following aspects: (1) cultivate the thinking ability of students at the primary school stage to run through the various grade math teaching. To clear all grade levels students are charged with the task of thinking ability, and one year from the beginning one must have a conscious attention to be nurtured. (2) cultivate the thinking ability of students to cross in each class in every aspect of. Whether it is the beginning of rehearsals, teaching new knowledge, students practice organizations, should pay attention to specific content to cultivate conscious. (3) to cultivate thinking ability at all parts of running through the teaching of content. That is to say, in teaching mathematical concepts, calculation rules, answer questions or the application of skills (such as surveying, drawing, etc.) should pay attention to cultivate thinking ability. Any math concept, are the number of objective things or spatial form of the relationship between abstract and summary of results. Therefore teaching the concept of each, we should pay attention in kind or through a variety of examples to guide students to analyze, compare, and find their common ground, revealing its essential characteristics, make the right judgments, creating the concept right. Study are of interest and curiosity of students can actively thinking power. To stimulate students interest in studying math and thirst for knowledge, effective methods are the creation of appropriate situational questions. Problem situations in mathematics, students need a new original that exists between the level of math recognize conflict that can be induced by math students thinking initiative. The independence of poor pupils, they are not good at organization of their mental activity is often thought of what to see what. Students cultivate logical thinking capacity, mainly in the process of teaching through teacher demonstrations, guide, guidance, and exert an imperceptible influence on students to make some way of thinking. Teachers in the teaching process carefully designed questions, make some stimulating questions to stimulate thinking, to maximize the students to mobilize the enthusiasm and initiative. Thinking ability of students only in the active state of thinking in order to achieve effective development. In the teaching process, teachers should be based on teaching students the practical focus and depth to moderate, with consider issues, so that each student will have to activate the activity of thinking, and through the right way of thinking, studying the acquisition of new knowledge. Teachers on the design problems, questions designed to measure the standard has two: one, there is beneficial to stimulate the enthusiasm of students thinking. 2, it is necessary to directly benefit teaching purposes. Two, start from the specific perceptual knowledge and actively develop the students thinking, well Exercises Designed to cultivate the thinking ability of students plays an important role in promoting Basic knowledge in mathematics teaching, we should strengthen the formation of concepts, rules, law and so the process of teaching, which is for students to conduct a preliminary cultivate logical thinking ability of an important means. However, this relatively abstract aspects of math, in addition to younger students, the lack of life experience, less capable of abstract thinking, compared to study hard. Students study abstract knowledge, are at the basis of perceptual knowledge on many occasions have leap-aware are students recognize basic understanding of knowledge, intuitive math are abstract thinking ways and sources of information. At my teaching, the attention from the visual to abstract, and gradually the students cultivate the ability of abstract thinking. At teaching "corner" this part of knowledge in order to enable students to obtain information on the concept of right angle, I would first guide the students to observe the physical and model: such as set square, five-pointed star and open scissors, a fan of the angle formed from these kind of abstract angle. Then through in-kind demonstration, will be two small wood with one end fixed, rotating one of the one, straight pipe to indicate by a ray around its endpoint can be of different sizes and rotation angle, and better prepare students the study with hands-demonstration, with the exercise of the opinion to clarify the concept of angle, and leads straight angle,concepts such as the preparation to do. Cultivate the thinking ability of students studying the same method of calculation methods have the same problem-solving, but also must practice. Moreover, the process of thinking and problem solving are closely linked. Therefore, the teaching often want to do in accordance with the specific circumstances of a number of adjustments or additions. To this end the following suggestions for reference. (1) Designed Exercises should be targeted, according to the design of training objectives. For example, students of mathematics in order to know whether the concept clearly, but also in order to cultivate students to use the concept to determine the ability to judge right or wrong, or some selection exercises the right answer. (2) Designed a variety of exercise forms. Practice through a variety of forms, not only help deepen our understanding of the study of math knowledge, but also helps students develop flexibility in thinking, and consider questions to stimulate students interest. For example, multiplication said, apart from textbooks like the exercises, add up to give both the number and multiply it by a number of computing applications require students to write with it the law of the same formula, but also can give some, such as style, some of which are incompatible with the multiplication to enable students to determine that it is wrong; or three kinds of graphics in lieu of a specific number, written in both formula, such as (○ + △) × □ and ○ × □ + □ × △, so that their students are not the same judge, and under. These exercises will help students cultivate the ability of deductive reasoning. (3) design has a different solution and have more than one answer the exercises, the students develop the flexibility and creative thinking there is any significant benefit. However, there is a different method to do the exercises, the students should not let the number of one-sided pursuit of solutions, and to guide the students to use different ways of thinking, or the use of different knowledge to solve, and to find out the simple solution. (4) the design of the difficulty of exercises should be appropriate, should be through the efforts of the majority of students consider and use of knowledge can learn from the right answer. In teaching students for the development of thinking, if some more than outline the scope of the subject of textbooks, so that will not only increase the burden on students, but also because of the difficulty of too great, is not conducive to inspire students to learn and it can not effectively develop logical thinking, and students flexibility of thinking. Three, from the contact starting with the old and new knowledge to promote students thinking. Math knowledge is tight logic system. On the students learning process, there were some old knowledge is the foundation of new knowledge, new knowledge is the old extension and development of knowledge, students recognize the activity is always to have the old premise of knowledge and experience. Taught me that every new knowledge as far as possible on the review of old knowledge, make full use of existing knowledge to bridge the gap to guide the students to use knowledge of migration law, access to new knowledge in the course of development thinking. Teaching addition and subtraction such as the relationship between the various parts, I would first review the additive in various parts of the name, then guide the students from the 35 +25 = 60 draw :60-25 = 35; 60-35 = 25. By comparison, one can see two of得数formula separately are in fact the previous formula of the summand, through observation, comparison, let students seeking summand sum up the formula: one addend = and - another summand . This guide students through to review the past and new knowledge into new knowledge of the original system, enrich the knowledge, broaden the horizons of thinking has also made progress. Fourth, cultivate thinking skills with ability to cultivate Language expression closely linked to inspire and guide and maintain the mentality of the adjourned. Teaching activities in the classroom, the students thought the enthusiasm was fully mobilized, but how to maintain such enthusiasm, to perpetuate rather than the middle of it? 1. To give students time to consider. Consider studying math are conducted through, the students did not consider there would be no real math study, and consider questions are of a certain amount of time required. Are worthy of study, teachers ask questions, you should give students time to consider how many. The experimental results show that not consider the length of time, the students are usually very brief answer, but consider the time put a little more time, students will be more comprehensive and more complete answer to questions, so that in line with the requirements and the correct response rate will improve. Of course, consider The length of time, with the problem are the ease and the actual level of students are closely related. Currently studying in the classroom, teachers ask questions later, do not give time to consider requiring students to answer immediately, they continue to repeat his question, or another to raise some questions to make up for the "cold market." In fact, this is the interference of the students consider "cold market" is often the students are thinking, the surface calm, in fact very active way of thinking activity. 2. Students constantly want to put forward a new teaching problem. Questions are the heart of teaching, are math thinking power, and are the direction of thinking; math thinking process that is continually raised questions and problem-solving process. Thus, in studying math in the classroom, teachers want to keep the students put forward a new math problem, for more in-depth thinking math activity to provide power and direction, so that math thinking activity continued forward. Suitable math question must meet the following conditions: (1) The question must be directional. This is indeed well-known means to question the purpose of thinking so that students tend to teaching objectives. (2) to moderate the difficulty of questions. This is not too difficult to refer to questions and too easy to have a certain level of difficulty between the gradient. (3) questions should be instructive. Some teachers often mistakenly believe that questions put heuristic style, think the better question, in fact, the issue is not how many, but rather whether or not enlightening, whether it is a crucial question, whether or not be able to touch on the nature of the problem and guide the students consider in depth. People's thinking and language are inseparable, language is the instrument of thinking. Psychology think using language, people can access to put the feeling of perception, the appearance to summarize, the formation of concepts, judgments, to reason. Language expression through also helps to regulate their own thinking so that gradually improved. In Mathematics Teaching, in order to develop the thinking ability of students, it is necessary to guide students to analyze, compare, General, abstract, summary judgments, reasoning; and teachers want students to know these thinking activities, but also the need to allow students to use language to express , then the thinking process of students give a positive or correct. There is always the attention of experienced teachers to enable students to use language to express their own calculation of the process and problem-solving ideas, so that students have the ability to think faster improve. Because of classroom teaching time is limited, in order to enable all students to use language to express their ideas of training opportunities, you can put name to speak, the collective discussion and table talk, such as the two combine in different ways. Teachers should also have awareness, attention has plans to assist Students, Students encouraged to speak and promote their positive thinking, in order to facilitate their grade math and thinking skills have made greater progress. Friday, the reasoning training, and promote students thinking. Language is a tool for thinking, are thinking of the shell, to strengthen the math classroom language training, especially verbal reasoning training, students are to develop better ways of thinking. In the study "a small number and complex name a few," this chapter, because of the number of decimal and complex mutual rewritten required more comprehensive use of the knowledge that these students are also precisely the error-prone places. How to break through the difficulties, to enable students to better grasp this part of knowledge? My teaching in the classroom training focused on strengthening the reasoning. At example, the inspiration summed up the number of decimals with the rehabilitation of the method of rewriting each other again, tell students to do under the title Ways process. Through such reasoning repeated training, received a good result, students not only deepened the understanding of knowledge, but also promoted the development of thinking ability. To be used to improve thinking ability, teachers should encourage students from the following aspects: I constantly expanding range of knowledge. Has extensive knowledge and experience, will have broad thinking, thinking only of the basic leap. Ii noodle expanding practice. Many will bring a wealth of practical thinking and abstract thinking image of the material. Iii seize the problem, in the end to study, cultivate "study up give up" the spirit of the study should not meet on half-baked knowledge, stopping in the shallow surface, should be on efforts at depth. Depth of thinking is often the problem lies in the hard to cultivate up study. Iv continuously cultivate agility of thinking. Agile thinking lies in the cultivation of many Siqin thinking, cultivate the habit of always diligent minds. V cultivate logical thinking. During the study, in accordance with the things, knowledge of logical laws of thinking, do the level of clear and neat and tidy, this will help to grasp the essence of things. When students in accordance with the above train of thought must have basic, the teacher should be appropriate to develop the students about divergent thinking, creative thinking divergent thinking are the main component. Divergent Thinking that people consider along different directions, the reorganization of the immediate storage of information and inspiration information, resulting in many unique ideas. Well, what development? Teaching practice and psychology experiments show that there is awareness through teaching training, the thinking of the students can develop fluency, flexibility and uniqueness. In short, classroom teaching math for the students cultivate the sense of innovation can not be achieved remarkable results, it is a system process, requiring teachers to proceed from reality, analysis of teaching materials, teaching at constantly sum up experience and lessons, give full play to the main body of students the role of long-term, step by step, the innovation ability of students would be imperceptible at cultivate. In short, the primary purpose of teaching math lies not only in imparting knowledge to enable students to study, understand and master math knowledge, but also want to focus on teaching students study ways to cultivate students thinking ability and good quality of thinking, This is a comprehensive improve the quality of students required .