How to cultivate innovative thinking ability of students-毕业论文翻译.docVIP

How to cultivate innovative thinking ability of students-毕业论文翻译.doc

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How to cultivate innovative thinking ability of students-毕业论文翻译

How to cultivate innovative thinking ability of students [Abstract] mathematics is to train students in creative thinking one of the most appropriate subjects, the new curriculum reform, students pay more attention to creative thinking. This requires teachers to innovative teaching in the classroom - stimulated interest in entertaining situations, students innovative thinking. This article discusses the primary school classroom entertaining, innovative thinking ability of students four ways: the creation of situations, suspense, use of courseware, hands-on operation. [Keywords:] interested in entertaining creative thinking Diesterweg that: “the art of teaching is not only excited, wake up and encouraged.” And the emotional characteristics of a situational, it is “recalling the tragic,” said. Therefore, teachers should find ways to make each lesson come alive lively and interesting. This will not only stimulate student interest in learning, entertaining, and provide students with a platform to inspire innovative thinking, to train the students to maximize the ability to innovate. Here is my number in mathematics teaching humble opinion. 1 creation of situations to develop interest Piaget said: “Everything must be effective working interest in pre-conditions.” Awareness of primary school students in math class, often from interest began. Psychological research shows that positive thinking activities are built on a deep interest and extensive emotional foundation. and inspire students to learn is to stimulate students desire for knowledge. This requires the creation of teachers in mathematics teaching in a pleasant learning atmosphere. For example: In teaching “knowledge circle” section, some students said: “The ball is round.” Classroom debate took place immediately, and some say: “The ball is not round.” Positive guidance that will tell the students can not just say: “Yes” and “no”, but say that is not reason to. so some students said: “The

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