探析初中數(shù)學(xué)教學(xué)中學(xué)生創(chuàng)新思維能力的培養(yǎng)

1、創(chuàng)新是一個民族的靈魂，是一個國家興旺發(fā)達的不竭動力。當(dāng)今，現(xiàn)代科技迅猛發(fā)展， 對學(xué)生的創(chuàng)新思維能力提出了更高的要求。對學(xué)生而言，初中階段是培養(yǎng)創(chuàng)新思維能力的黃 金時期，而貝有創(chuàng)造性的學(xué)習(xí)活動在一定程度上能夠激發(fā)他們的創(chuàng)新思維能力。初中數(shù)學(xué)是 一門基礎(chǔ)的學(xué)科,其教學(xué)的最終h的就是培養(yǎng)學(xué)生的思維能力，為學(xué)生將來的發(fā)展奠定基礎(chǔ)。 在數(shù)學(xué)教學(xué)屮，培養(yǎng)學(xué)生的創(chuàng)新思維能力任重而道遠，需要我們進行長期的努力。一、活躍課堂教學(xué)氛圍，誘發(fā)學(xué)生創(chuàng)新意識民主、平等的教學(xué)氛圍才能促使創(chuàng)造思維能力的形成和發(fā)展。在初屮數(shù)學(xué)課堂教學(xué)屮， 師生關(guān)系是學(xué)習(xí)氛圍的一個重要方而。師生關(guān)系融洽，使學(xué)生們能夠敢說、敢問、敢想，從 而能

2、夠誘發(fā)學(xué)生的創(chuàng)新思維能力。平等、民主、輕松、和諧的師生關(guān)系和課堂氣氛才能冇利 于開啟學(xué)生的創(chuàng)造潛能，培養(yǎng)學(xué)生的創(chuàng)造性思維；口由、輕松、積極的教學(xué)環(huán)境，才有利于 學(xué)生突破常規(guī)，勇于想彖。教學(xué)中教師應(yīng)以活躍課堂教學(xué)、激活學(xué)生創(chuàng)新思維作為出發(fā)點， 運川各種方式，為學(xué)牛構(gòu)建良好的課堂教學(xué)氛圍，活潑教學(xué)課堂，才有利于學(xué)牛探索創(chuàng)新的 學(xué)習(xí)情境。有效地組織學(xué)生積極參與課堂活動，真正做到課堂上活躍起來。教師應(yīng)激勵學(xué)生 勇于探究，敢于挑戰(zhàn)問題，勇往直前的精神。二、巧設(shè)問題情境，引導(dǎo)學(xué)牛主動探究初屮數(shù)學(xué)教師在教學(xué)實踐屮要對教材有深入的探究，并能夠發(fā)現(xiàn)學(xué)生生活屮的數(shù)學(xué)問題, 從學(xué)生的實際出發(fā)，通過創(chuàng)設(shè)問題情境培養(yǎng)學(xué)

3、生的創(chuàng)新想、維能力。比如，教師可以借助一些 需要用數(shù)學(xué)知識解決實際問題的例子激發(fā)學(xué)生提問的興趣,如銀行的活期、定期的利率不同， 存款所得的利息計算等。在這一點上，教師要對學(xué)生的學(xué)習(xí)情況有較為全面的了解，弄清處 不同層次學(xué)生的學(xué)習(xí)水平，并有針對性地挖掘?qū)W生的好奇心和求知欲。耍引導(dǎo)學(xué)生從身邊的 數(shù)學(xué)現(xiàn)象進行探究，從而激發(fā)學(xué)生學(xué)習(xí)數(shù)學(xué)的興趣。針對不同學(xué)生的學(xué)習(xí)能力，教師所提出 的問題應(yīng)該在難度上有所區(qū)分，并堅持由易到難的學(xué)習(xí)進度，對教材的更難點進行二次加工， 便于學(xué)生的不同程度地接收。在問題的設(shè)計中要盡量設(shè)計一些具有新穎性、思維性、擴散 性的問題，鼓勵學(xué)生進行獨立的思考，并樂于分享自己思考的結(jié)果，讓

4、學(xué)生在分享之后進行 再次討論得出正確的結(jié)論，這個探究學(xué)習(xí)的過程較以往教師灌輸式的模式要更有效率，學(xué)牛 能夠在課堂上得到充分的鼓勵，并營造了思考的氛圍，學(xué)牛長此以往就會成為學(xué)習(xí)的主動者， 從而調(diào)動和培養(yǎng)學(xué)生的創(chuàng)新思維能力三、重視學(xué)生想象力的培養(yǎng)想象是思維探索的翅膀。因此，在初中數(shù)學(xué)教學(xué)中，教師要引導(dǎo)學(xué)綸進行數(shù)學(xué)想象，往 往能縮煎解決問題的時間，獲得數(shù)學(xué)發(fā)現(xiàn)的機會，鍛煉數(shù)學(xué)思維。想象力是培養(yǎng)學(xué)生創(chuàng)新思 維能力的源泉，人類思維屮無與倫比的想象力是使科學(xué)不斷進入未知領(lǐng)域的原始動力。想象 不同于胡思亂想，想象有以下兒個基本要素:笫一，因為想象往往是一種知識飛躍性的聯(lián)結(jié)， 因此耍有扎實的基礎(chǔ)知識和豐富的經(jīng)

5、驗的支持。奧蘇貝爾在同化概念里認(rèn)為：同化就是所學(xué) 的新知識與原有認(rèn)知結(jié)構(gòu)相互作用，原有認(rèn)知結(jié)構(gòu)包含了新知識并擴人自身，形成更高度分 化的認(rèn)知結(jié)構(gòu)的過程。第二，要有能迅速擺脫表象t擾的敏銳的洞察力和豐富的想象力。第 三,要有執(zhí)著追求的悄感。因此，培養(yǎng)學(xué)生的想象力,學(xué)好有關(guān)的基礎(chǔ)知識是非常重要的。 新知識的產(chǎn)生除去推理外，常常包含前人的想象因素，所以在初中數(shù)學(xué)教學(xué)中應(yīng)根據(jù)教材潛 在的因索，創(chuàng)設(shè)想象情境，提供想象材料，誘發(fā)學(xué)牛的創(chuàng)造性想象。四、培養(yǎng)學(xué)生白己動手的能力，開展多種創(chuàng)造性的活動楊振寧博士曾做過這樣的對比，“中國學(xué)生學(xué)習(xí)成績比一起學(xué)習(xí)的美國學(xué)生好得多，然 而10年示，科研成果卻比人家少得多，

6、原因何在？就在于美國的學(xué)生思維活躍，動手能力 和創(chuàng)新能力強”。因此，我們的教育應(yīng)向美國學(xué)習(xí)一些好的方法，多給學(xué)生一些h由時間， 讓學(xué)生多做一些創(chuàng)造性的工作，教師要讓學(xué)生積極參為課堂，開動腦筋，拓寬思維，并發(fā)現(xiàn) 自己在分析問題、解決問題時的不足之處。例如：在講解應(yīng)用題時教學(xué)生，盡量讓學(xué)生能一 題多解，乂或者把原題改題、編題、變題等靈活變通，從而加深滬牛對新知識的理解，提高 探索新知識的興趣，這個過程不僅訓(xùn)練了學(xué)生的玄覺思維和簡單的邏輯思維能力，也培養(yǎng)了 學(xué)生認(rèn)識事物的獨創(chuàng)性和跳躍性思維。除此以外，還應(yīng)培養(yǎng)學(xué)生動手動腦的創(chuàng)造能力，如讓 學(xué)生進行小制作、小發(fā)明，并經(jīng)常表揚學(xué)生的勞動成果。這樣就能激發(fā)

7、學(xué)生的創(chuàng)造發(fā)明欲望， 提高學(xué)生的創(chuàng)新思維能力和動手操作能力?？傊?，培養(yǎng)學(xué)牛的創(chuàng)新思維能力需要教師在教學(xué)中不斷探索和實踐。在初中數(shù)學(xué)教學(xué)中 教師要始終做到“心中冇學(xué)生，心中冇主體”，營造和諧愉悅的課堂氛圍，創(chuàng)設(shè)問題情境， 讓學(xué)生去重新體驗發(fā)現(xiàn)知識的過程，并提出一些問題去自主探究解決，重視數(shù)學(xué)活動的過程, 重視數(shù)學(xué)思想方法的教學(xué)；使學(xué)生在教學(xué)過程中不斷提高創(chuàng)新思維能力。因此，教師要不斷 改變傳統(tǒng)的教學(xué)模式，不斷啟發(fā)、誘導(dǎo)、教育學(xué)生樂于探索，勇于探索，善于探索。inno vati on is the soul of a n atio n* is the in exhaustible drivi ng

8、 force for the prosperity of a coun try. today, moder n scie nee and tech no logy rapid developme nt, to the students' i nno vative thinking ability put forward higher requirements. for students, junior middle school stage is to cultivate inno vative thin king ability of the golde n age, and cre

9、ative lear ning activities in a certai n exte nt to stimulate their creative thinking ability. junior high school mathematics is a basic subject, the ultimate goal of teachi ng is to cultivate the stude nts1 thinking ability, to lay a good foun dati on for the developme nt of the stude nts in the fu

10、ture in mathematics teachi ng, cultivate stude nts' creative thinking ability is a long way to go, we need iong-term efforts a, active classroom atmosphere, induce students° creative consciousnessdemocratic and equal teachi ng atmosphere to en courage the formati on and developme nt of crea

11、tive thinking ability the relati on ship betwee n teachers and stude nts in junior middle school mathematics classroom teachi ng is an importa nt aspect of lear ning atmosphere harmonious relati on ship betwee n teachers and stude nts, en able the stude nts to dare to say, dare, dare to think, able

12、to induce the students" ability of creative thinking. equality, democracy, relaxed, harm onious relati on ship betwee n teachers and stude nts and classroom atmosphere can help open the students' creative potential, develop the students' creative thinking; free, relaxed and positive tea

13、chi ng environ ment, to help students break through the conve ntional, dare to imagi ne. in teaching teachers should take active classroom teachi ng, activate the stude nts' creative thinking as a start i ng point, using a variety of ways, build good classroom teachi ng atmosphere for stud en ts

14、, lively classroom teachi ng, is helpful for stude nts to explore inn ovative lear ning situations. effectively organize students to actively participate in class activities, really perked up in class teachers should motivate students to explore, dare to challenge problem, the spirit of courage.seco

15、nd, set problem situation opportunely, guides the student to actively exploredjunior middle school mathematics teachers in the teachi ng practice to have in-depth exploration to the teachi ng material, and can be found that the stude nts of mathematical problems in life, from the reality of students

16、, through the creation of problem situation to cultivate the students' innovative thinking ability. for example, teachers can use some examples of need to use mathematical knowledge to solve practical problems arouse students' interest in questions, such as bank of current and time is differ

17、ent, the interest rate for the savings of the proceeds of the interest calculation, etc at this point, the teacher must have comprehensive knowledge of students' learning situation, find out different levels of students learning level, and targeted to tap students' curiosity and thirst for k

18、nowledge. to guide students from nearby explore the phenomenon of mathematics, so as to stimulate students' interest in learning mathematics. according to different students1 learning ability, the teacher questions should be in difficulty to disti nguish, and stick to progress from easy to diffi

19、cult, the difficult point of teachi ng material of sec on dary processing, facilitate stude nts receive in differe nt degrees in the desig n of the problem to desig n no vel, thinking, diverge nt questi ons, en courage students to in depe ndent thinking, and willing to share their thinking as a resu

20、lt, let the students discuss again after share the right conclusion, this process of inquiry learning teacher force-feeding the model to be more efficient than ever before and are fully encouraged students to class, and built the atmosphere of thinking, the students in the long term will become acti

21、ve learners, to arouse and cultivate students' innovative thinking abilitythird, attention to the cultivation of students* imaginationimagination is the wing of thinking to explore. therefore, in the junior middle school mathematics teaching, teachers should guide students to mathematical imagin

22、ation, often can shorten the time to solve the problem, opportunity to gain mathematical discovery, exercise mathematical thinking. imagination is the source of cultivating students1 innovative thinking ability, unparalleled imagination in the human mind is the original power to science continued in

23、to the unknown. i magi nation is differe nt from the thinki ng, imagi ne the followi ng a few basic elements: first, because imagination is often a leap of knowledge cormection, so to have a solid basis of knowledge and rich experienee. ausubel in the concept assimilation: assimilation is learning n

24、ew knowledge and original cognitive structure interaction, the original cognitive structure contains the new knowledge and expand itself a more highly differentiation process of cognitive structure second, we should have a keen insight can quickly get rid of the image interference and rich imaginati

25、on. third, we should have a persistent pursuit of emotion. therefore, to cultivate the stude nts' imagi nation, it is very imports nt to lear n about the basic knowledge of. new knowledge is produced by removing the reasonin目 often contain predecessors' imagi nation factors, so in the j unio

26、r middle school mathematics teachi ng should be according to the teachi ng material pote ntial factors, imagi ne situati on, provide imaginati on materials, induce students1 creative imagination.fourth, cultivate students' ability of diy, carry out a variety of creative activitiesdr yang ever do

27、 such a contrast, hthe chinese students study result is much better than the american students who study together; ten years later, however, research is much less than the somebody else, why? is that the students' thinking active, practice ability and innovation ability'1. therefore, our edu

28、cation should learn from the united states some good method, to give students more free time, let the students do some creative work, teachers should make students actively participate in the classroom, use your head, broaden the mind, and he found himself on the analysis of the problems, solve the

29、problem of deficiency. in the interpretation of the applicatio n, for example, whe n teachi ng stude nts，try to let the stude nts can be more tha n one solution, or the original topic change topic, problem, change the topic, such as flexibility, so as to deepen students' understanding of new kno

30、wledge and improve the interest, explore new knowledge this process not only train the students1 intuitive thinki ng and simple logical thin king ability, and cultivate the stude nts to un d erst a nd somethi ng origi nal and un conve ntional thinking. in addition, still should cultivate student's creative ability, such as let the student to carry on the small productio r sma