How to cultivate students' innovative thinking ability in junior high school English classroom teaching

Cultivating students' innovative spirit, developing students' innovative thinking and improving students' innovative ability are important concepts of innovative teaching. English is an important course in the basic education stage, so it is particularly important to cultivate students' innovative thinking ability in English classroom teaching. Breaking the traditional English teaching mode is no longer to impart knowledge specifically for taking exams, to solve problems in the same way and to answer questions in a template way, or to cram teaching without heuristic methods, but to cultivate students' innovative thinking ability in English learning. As junior high school English teachers, we must combine the characteristics of new English textbooks with the age, psychology and cognitive development level of junior high school students, put innovative education into every link of junior high school English teaching, change traditional teaching methods, establish new teaching strategies, strive to create situations for students, encourage students to question boldly, develop students' innovative thinking and cultivate students' creative ability.

First, the use of living resources to activate students' innovative thinking

To cultivate students' innovative thinking in junior high school English teaching, we should combine the specific contents of teaching materials, make use of living resources, appropriately expand teaching content and activate students' thinking. For example, in letter teaching, the author gradually expanded to some familiar abbreviations that students can often see in real life (CCTV, DIY, KFC, PRC, GPS, PC, KTV, WTO, WC, etc. ), it can not only expand students' knowledge, help students practice the pronunciation of letters, but also activate students' thinking and lay a good foundation for students' thinking innovation. In addition, the author also uses English slang and proverbs in teaching practice to stimulate students' thinking and promote their innovative thinking activities.

Second, guide students to learn English with divergent thinking and improve their logical thinking ability.

In class, teachers can guide students to divergent thinking from vocabulary, discourse and grammar. In junior high school word teaching, students should be encouraged to remember by various methods, such as associative memory, phonetic pronunciation memory and so on. In discourse teaching, teachers should be good at designing some questions that can arouse students' singing, and then brainstorm on the basis of students' independent thinking, so that students can put themselves in other's shoes and gain more English knowledge.

Third, update the teaching concept.

The traditional concept of junior high school English teaching holds that good students should listen to their teachers, and good academic performance is the type that teachers like, while teachers don't like students who are contrary to those good students. From a psychological point of view, although these students will bring a bad impression to the teachers, their behaviors are in line with their age characteristics. Therefore, we should update our educational concepts in the teaching process. Secondly, we should enlarge students' curiosity and thirst for knowledge, which can encourage them to fully imagine new things and new knowledge. As long as the teaching concept is updated, students' thinking can be correctly guided, thus giving them more creative thinking space.

Fourth, through cooperative learning, expand students' innovative experience and solve problems creatively.

Thinking often needs both divergence and concentration, then divergence and re-aggregation, and after many cycles, creative solutions to problems can be put forward. "Water has no beauty and swings into ripples; There is no fire in the stone, and the excitement is light. " Innovation is like ripples and flashes, making a calm heart surge and a mediocre brain enlightened. However, not all classrooms can spark innovative thinking, and it needs a classroom atmosphere that can give birth to "sparks". Group cooperative learning is such a big show that can make the "sparks" of innovative thinking bloom freely and complement each other. "Conflicts of views in the process of cooperative learning will lead to discussions and arguments, which can promote the emergence of new problems and new ideas and guide students to think outside the given information, which provides an ideal platform for students to develop innovative thinking." In the process of cooperative learning, students can learn from each other, complement each other and promote each other. The collision between viewpoints often leads to the generation of new information and the formation of new knowledge, which is of great help to expand students' innovative experience and cultivate their innovative ability. Teachers should not be too hasty in organizing students to carry out cooperative learning, but should gradually design cooperative learning tasks from the simple to the deep. In this process, we should also pay attention to observation, guidance and listening, and we should not rush to conclusions, but wait for the students' opinions to come naturally.