Abstract:The unitary problem-solving approach in primary school students can lead to serious problems, causing a transformation of their thinking ways from lateral to unified, which hinders the formation and development of their innovative ability. An analysis of teachers’ daily teaching methods and their evaluation means finds that the major causes of such a problem is the spoon-feeding pedagogy, the adoption of a prescribed method to deal with a problem, and the practice of standardized examinations. Thus countermeasures are put forth to rid primary pupils of the problem: adequate respect be given to non-standard answers; students be encouraged to look at a problem from different angles; an innovation-oriented evaluation system be established.