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1.Introduction The study of the education of innovation emerged in the 1950s and 1960s in foreign countries, especially after the successful launching of man-made earth satellites in the former Soviet Union, people attached more and more importance to the cultivation of innovative ability. The 21st century is a century of knowledge innovation, and the competition of international comprehensive national strength is increasingly reflected in the competition of innovative talents. To cultivate high-quality innovative talents has become the most challenging historical mission for education in our country in the present and future knowledge-based economy. In order to accomplish this challenging historical mission, we must cultivate students' innovative thinking from an early age. Because people's creative behavior is inseparable from innovative thinking, innovative thinking is the highest level of human brain function and the core of innovation ability (Wu Liping,2009:47). People with innovative thinking often find new growth points where others neglect; they have a wide range of interests and quick thinking; they have a strong curiosity and strong desire for knowledge; they are good at imagining that they can make exploratory questions and have creative way to use knowledge (Wang, 2011: 26). Excavating students' innovative thinking and cultivating their innovative ability are the keys to building China's innovative and quality education. 2.The theoretical Basis and Current Situation of Innovative Thinking 2.1 The theoretical basis of innovative thinking Innovative thinking refers to a thinking mode that reorganizing the existing knowledge and experience, to put forward new programs or procedures, and to create new thinking results (Li Rong, 2002: 35). It takes divergent thinking as its main component and plays a decisive role in the creative activities of mankind. To train a large number of qualified personnel with innovative abilities is the theme of education in the new century. Innovative thinking is not only related to intellectual factors, but also has a close relationship with a series of non-intellectual factors and personality characteristics (Guo Yue,2016:21). These personality factors are necessary conditions to promote the development of children's innovative thinking. Based on the domestic research results, academics think that creative personality generally has the following characteristics: deep cognitive interest, strong curiosity, keen observation, rich imagination, the ability to capture opportunities, strong independence, less follow-up behavior, pioneering spirit, not bound by the traditional concepts and so on. Therefore, to cultivate students' innovative thinking, we must change the traditional teaching methods and learning styles, follow the characteristics of children's psychological development, combine the sequence of discipline knowledge, and train the innovative thinking in a specific, serialized and integrated way in the course of teaching (Wu Liping,2009:47). 2.2 The current situation of innovative thinking in primary education Primary education has a very important influence on the development of students 'life. However, although quality education has been proposed for a long time at this stage, because of the impact of exam-oriented education on people, teachers pay more attention to students' Test scores, while ignoring the students' innovative thinking training. On the one hand, exam-oriented education can exert some control over the disputes that exist in the distribution of benefits, because the exams have certain fairness (Zhu Yanping,2008:47). However, on the other hand, in order to maximize the objective and impartial attainment, the teachers will inevitably choose those questions which are relatively less controversial in examinations. This way will bring certain limitations to students' thinking mode. Under the influence of exam-oriented education, they have to remember and recite a lot of book knowledge at a very young age. This gradually results in the phenomenon of "dead reading". Many primary school teachers in order to get the students in the exam to score high, they do not use heuristic teaching methods in the actual classroom teaching to guide students to think independently, but rather to carry out more instillation education for the students. They did not consider the actual learning and thinking of primary school students and negate their independent thinking behavior arbitrarily (Zhu Yanping,2008:47). One of the most serious consequences of this type of education is that students do not think independently and do not have a sense of innovation. They simply memorize the textbook knowledge and improve their test scores. If this phenomenon has gradually become a consensus, it will be detrimental to the development of pupils and will have some negative effects on the development of the entire nation. 3.The Educational Objectives of Cultivating Innovative Thinking 3.1 To improve students’ innovative thinking Innovative thinking is excitability in mental activity. On the one hand, people with innovative thinking have broad knowledge, which must be combined to form a new idea at some point. On the other hand, the key to creative thinking lies in using new methods to think about what is already known, using existing knowledge and experience, such as trying different methods, looking for inspiration outside the normal range and anticipating unexpected things as springboard of triggering new ideas. Think and define the problem in a different environment, look at something from multiple angles, and give themselves the flexibility to face the world. People with innovative mind can open the shackles of thinking, be able to break out of conventional patterns and stereotypes, see things beyond their attention and accept different opinions (Han Xiaoming, 2016: 28). People with innovative abilities have soft thinking and hard thinking. Soft thinking is in the imagination stage, the mind produces metaphorical, fanciful, elliptical, ambiguous thoughts that sprout new ideas in response to problems. In practice, hard thinking evaluates the pros and cons of various ideas, reduces the range of choices, carries out risk analysis, puts ideas into practice, fosters and reaps them. 3.2 To improve students’ innovative spirit The innovation spirit belongs to the non-intelligence factor, also known as the innovative personality and innovation consciousness, mainly including the high sense of responsibility, mission and career ambition; Distinctive personality, full confidence in their abilities, talents and strength; With perseverance, tenacious creative will and good psychological endurance, it is a kind of state and an intrinsic requirement for innovators; Dissatisfaction with the current status, sensitivity to new and different stimuli, curiosity about unknown problems and phenomena, and motivation for discovering potential problems and achievements; Rely on their own judgment and thinking, not to be superstitious, blindly and hidebound, dare to challenge the traditional concepts and authority; Based on the reality but not the stereotypes, respecting the objective existence but not restraint, breaking through the existing thinking style, boldly questioning and exploring (Han Xiaoming, 2016: 28). Daring to fail is one of the characteristics of innovative talents. After putting forward new ideas, they creatively practice, develop, repeat, or even fail. However, they have always been able to persevere and even put their lives, self-esteem, money and reputation in crisis so that they have the motivation for success. Be able to learn from the mistakes, and guide themselves to try again and again, perfecting their ideas, and making them deliberate until they know how to succeed. 3.3 To improve students’ innovative ability Innovative ability is a combination of insight, attention, memory, imagination and thinking. It is by no means a mere intellectual activity. It is not only an awareness of pursuing innovation, but also a psychological orientation of finding problems and actively seeking solutions to solve them. With the concept of an explorer, a strong interest and desire to explore the issue, so that people can greatly increase the chances of discovering a treasure trove of new ideas; Be able to make a metaphorical connection between two kinds of things of totally different meaning through some similarities between them or put one thing and one idea into different environments so as to create new meanings; Rich in imagination, freeing thinking from the limitations of real and existential things, which can capture inspiration from unintended thoughts, explore the hidden meaning of things, and generate ideas and predictions which are not related to past experience; Good at reversing thinking, capturing seemingly contradictory statements, hanging up the reverse gear of thinking, and then retreating to enter the highways of thought while at the same time being able to accept two different and contradictory perspectives; With the courage of "I love my teacher, I love the truth more" to break any mainstream thinking and propose, re-examine the idea, break out of the habitual mode of thinking, and reconstruct the view of the problem; With strong practical ability, be able to plan and implement some activities creatively, and firmly committed to achieving their goals and making their ideas come true (Gong Weipeng,2013:156).
