How to Cultivate Primary School Students' Creative Thinking Ability in English

Primary school is the most formative period of children's character. Pupils in this period are not only lively and active, but also good at oral simulation. Their physical and mental characteristics determine that primary school is the best time for children to develop their pronunciation and sense of language close to their mother tongue. Children are most likely to develop a language expression habit in primary school, which can also be called thinking habit. The cultivation of English thinking habits begins with imitation and repetition. English learning is integrated into life, so that English thinking habits can be formed naturally, a vivid English environment can be created, and English thinking can become a habit. Therefore, in the process of English teaching, it is particularly important for teachers to cultivate students' English thinking ability. How to cultivate primary school students' English thinking ability in English class? According to years of teaching experience, I think we should do the following in actual teaching:

First, create a democratic and relaxed learning environment to stimulate students' interest in learning

On the premise of equality and democracy between teachers and students, teachers should strive to create a good atmosphere and make the classroom atmosphere lively and interesting, full of sense of humor. Let students unload their nervousness, shyness and other emotions in class, actively and boldly carry out thinking activities, let their imagination gallop freely, and let the sparks of wisdom flash constantly. We should respect and trust students at ordinary times and give them full care. "Pro-teacher, believe in teaching and enjoy teaching", so that students like themselves, has taken the first step of happy teaching. In addition, teachers should keep learning and improve their own quality. In recent years, with the improvement of international and domestic situation and parents' educational awareness, English teaching has shown a trend of younger age. Most schools offer English classes in the first grade of primary school and even kindergartens, and students' English level has been greatly improved. As an English teacher, we should constantly improve our requirements, make good preparations before class, study the teaching materials carefully, fully tap the creative value in the teaching materials and creatively reorganize the teaching materials. In addition, according to the teaching content, the teaching methods are constantly changed. English teaching is divided into vocabulary teaching, sentence pattern teaching, discourse teaching, reading teaching and writing teaching. If only one teaching method is used every time, students and teachers will feel bored and uninterested. For example, in my vocabulary teaching, I mainly use flashcards, objects and multimedia to let students feel what they have learned through games and expand their vocabulary when necessary. Most senior students use context teaching method when understanding vocabulary, so that students can feel the meaning of words in context as much as possible, so as to remember them deeply and use them vividly. At the same time, we should pay attention to the moderate difficulty of language input (listening and reading) and output (speaking and writing) and the appropriate proportion of practice.

Second, create English situations and internalize English thinking into your own abilities in practical application.

English is a language. Different from the teaching of other subjects, any language can not be separated from a certain language environment. In English teaching, grasping students' psychological needs and creating certain situations according to the teaching content can effectively stimulate students' curiosity and cultivate their autonomous learning ability, thinking ability and innovation ability. Bloom, an educational theorist, said: "Successful foreign language classroom teaching should create more classroom situations for students.

According to the characteristics of students of different ages, different language situations are set up. For example, when dealing with the textbook "Christmas", we can start with telling Christmas stories in view of the lively and active characteristics of junior children. A teacher or a classmate plays Santa Claus, gives presents to the students and tells them the language knowledge. Merry Christmas! This is for you. Bells, gifts and candy are equivalent to words related to Christmas. After the demonstration, different students will play Santa Claus. Learned Merry Christmas! The sentence "This is for you" also accepts a different way of thinking and expression from Chinese. For senior students, they already know about Christmas. If they talk about the origin, they will not be able to satisfy their thirst for knowledge. First of all, they should add Christmas tree, Santa Claus, Christmas party, all family members getting together, big dinner and so on. In the situation, students can take the initiative to collect materials about Christmas before class, or decorate the classroom in advance and mark the items used in English. In class, students can be arranged to tell their decorations in English, or they can give gifts to each other in groups, but only if all the processes are expressed in English, and each student has no less than 4 sentences. Please show it before class and choose the best group. Teachers only need to give students necessary guidance in the process, give full play to students' subjective initiative and creativity, and students are thinking and expressing in English from beginning to end. Even if there are mistakes, the teacher only needs to point them out lightly. After all, students have taken the first step to think in English.

Create different situations according to different teaching materials. Most of our current English textbooks take different topics as different units, involving shopping, activities, festivals, seasons, weather and many other contents. We can create different situations according to different themes, and try to combine them with real life, so that students can apply what they have learned. For example, "shopping", although the items bought are different, the sentence patterns involved should be roughly the same, which can be summarized and sorted out in order to draw inferences.

Do everything possible to create an English atmosphere. First of all, English teachers should talk to students in English as much as possible after class, so that students can form a habit; Secondly, everything in the classroom can be marked in English to create an English atmosphere; Thirdly, under the leadership of English class representatives, students can add "one sentence a day", "weather forecast" and "English class schedule" to the class blackboard, so that students of different degrees can gain something through accumulation and realize the process from quantitative change to qualitative change.

Third, the implementation of creative thinking teaching in English classroom

Warm-up activities in each English class are good opportunities for teachers to stimulate students' brains and activate their thinking. Teachers can use vivid music, pictures and images to mobilize students' thinking in images, divergent thinking and imagination. For example, English (New Curriculum Standard) Volume 6, Module 2, Unit 1 "Very Long", I let students watch videos about London, stimulate students' interest in London, get some relevant information about London, and then guess the name of the city according to the characteristics of the city to get a preliminary perception of urban culture.

In the introduction of the text, I first show the map of Britain, so that children can have a general understanding of London, and then learn the text. The textbook only briefly introduces the names and characteristics of three scenic spots in London, but I have creatively treated the textbook and added a lot of cultural background introduction. T: The Thames runs through London. It is very long. It is more than 300 kilometers long. Along the Thames, you will see many interesting things. You will see Big Ben. It's on the parliament building. There is a very big clock in this clock. Weight 13 ton. You can hear the bell in the distance.

In the process of teaching, in order to develop students' creative thinking, teachers should design corresponding problems, so that students can develop their thinking ability in solving problems. For example, when I created a scene to feel the urban culture of London, I came to the following conclusion: London is a good city. We also live in a good city. We live in Chengdu. I asked the children to describe Chengdu with the language scaffolding, and divided them into four groups: which city do you like? They are different, but they are all very good cities. Then let the children talk about Beijing freely and describe the famous scenic spots in Beijing. Students can describe it as follows: This is Tianan Square. It's beautiful. This is the Great Wall. It is long and wide. This is the Bird's Nest. Very modern. People. I like singing Beijing opera in Beijing. Then the teacher demonstrated that Beijing is an ancient and modern city. Then let the students sum up: Chengdu is also an ancient and modern city. London is also an old man. Modern city. Finally, the teacher made a summary: different cities, different cultures, let us enjoy the culture of the world. Different cities and different cultures allow us to enjoy the splendid culture of the world.

Guildford thinks that "all creative thinking includes problem solving" (quoted from Li Keming, 2002: 165). Guildford put forward in his intellectual structure model that "divergent thinking and convergent thinking are two characteristics of thinking. In this model, the operation of intelligence includes cognition, memory, divergent thinking, convergent thinking and evaluation. " Through the above activities, students first understand the situation and essence of the problem, then carry out divergent thinking, brew various solutions to the problem, then choose solutions to the problem through convergent thinking, and finally evaluate and identify. The training of divergent thinking and convergent thinking is also the training of students' creative thinking.

Fourth, cultivate good habits of listening, reading and reciting.

When we were a baby, although we couldn't express our thoughts in words, we could understand many sentences, and then we could express our meaning in simple language fragments, and then read and write a language. It can be seen that when we accept a language, we always listen before reading and then write, and human beings must follow this law when learning any language. Listening, speaking, reading and writing are four aspects that we should master in learning a language, and they also conform to our cognitive rules of language. It is particularly important for English learning to develop good listening, reading and memorizing habits. Nowadays, primary school English is generally younger, so it is very common to learn English from grade one. If children do not develop good habits of listening, reading and reciting in the lower grades, serious polarization will certainly occur in the long run. In addition, when learning a language, you can't express yourself clearly only by words and phrases. The number of words you master is not as large as your vocabulary, and the vocabulary you master is not as large as English sentences with fixed thinking patterns, so listening, reading and reciting articles is particularly important. How to cultivate students' good listening and reading habits?

Perseverance is the most important thing.

If a teacher asks a child to keep listening and reading for 730 hours in primary school, most people will think it is impossible, although it is obviously beneficial to the child's English learning. In fact, as long as we carefully calculate, it is not difficult for everyone to spend 730 hours in six years and only 20 minutes a day. The difficulty lies in whether it can be "broken into parts, and persistence is the most important." After six years of primary school, you can still make up for the amount of listening and reading that you have dropped for a week or even a month, but it will be difficult to make up for the next year or two. So is it really that hard to stick to it? Of course not. Many of my students have successfully formed good habits under the urging and encouragement of their parents and teachers. The key is to stick to it every day at the beginning of their study.

Second, it has the spare capacity to study and is widely accepted.

The primary school English we are using now has been improved day by day after many revisions, and it is very well connected with middle school textbooks. Students should expand their extracurricular English knowledge when they have spare time to study, and don't stick to their children's age or grade. As long as children can master it easily, they can expand their knowledge. However, if a child lacks confidence in English and the necessary study habits, learning without a purpose or learning that is not suitable for the child's own conditions will only bring him an ideological burden, but will affect his study in class.

Fifth, make good use of your mother tongue and feel the differences in thinking.

The thinking difference between English and Chinese is obvious, but it is not without its merits. Some people completely abandon their mother tongue in order to learn English. As we all know, since English and Chinese are both languages, they must have something in common. If we use them properly, they will certainly become a favorable tool for us to learn English well.

Good at expressing structure and fluent in English.

The structure of simple Chinese is: when)+ where)+ subject)+(method/how)+predicate)+object.

When the simple English structure is: subject)+predicate)+object)+(method/how)+place+time.

Before you say a sentence in English, you should first think of subject, predicate and object, then how where when, and so on. In Chinese, the first thing that usually comes to mind is when, where and how. If we organize English after mastering the language structure, it will be much smoother.

Second, change the thinking structure and use English in an authentic way.

When we express a thing in Chinese, it is often from big to small. For example, to express a place, we say: China, Chengdu, Sichuan, jinniu district, XX unit; And English grew up: ×× Unit: Chengdu, jinniu district, China and Sichuan.

Third, analyze the sentence elements, focusing on the first one.

No matter what kind of expression, we should always follow one point in English to avoid making mistakes, that is, expressing the most important thing or person in one sentence. This mode of thinking can make students experience and recite more in sentence pattern and discourse teaching, so as to internalize their own thinking, which can be described as a shortcut to English expression.

In short, teaching English in English creates a good teaching environment for English thinking, learning English in English provides an environment for English thinking practice, and thinking English in English eventually forms English thinking habits. Only by letting children master the thinking structure of English can they express their thoughts better and help us switch freely from mother tongue to English. Of course, this can't be done overnight, and it needs the joint efforts of students and teachers.