1 Create situations that encourage students to actively explore

The famous American psychologist Bruner said: "As a learner, what is needed is active participation in the acquisition of knowledge, and It is not a mechanical and passive acceptance. “The advantage of mathematics is that it can stimulate students’ thinking and allow students to actively participate, explore independently, and enjoy it through questioning. Only through independent exploration can students fully transform it into their own knowledge, which is particularly important for their future development. In teaching practice, teachers directly or indirectly stimulate students' divergent thinking through various questions and suspense, etc., so that students can have questions and take the initiative to explore, and then achieve students' initiative to explore new knowledge, so as to gradually cultivate students' sense of inquiry. .

For example, when teaching "Comparison of Rational Numbers", a "problem situation" can be created to stimulate students' curiosity and explore the secrets; when teaching "Supplementary and Supplementary Angle", computer media can be used to create "Dynamic situations" are used to increase students' interest in inquiry and cultivate students' spatial thinking and innovative thinking; when comparing the sizes of teaching corners, students are organized to conduct hands-on experiments and create "experimental situations".

2 Teach students how to actively explore new knowledge

There is a saying in education: "It is better to teach a person to fish than to teach him to fish." To teach students to master knowledge is not as good as to master it. Knowledge and skills are passed on to students. Today in the 21st century, social competition is becoming increasingly fierce, and students' ability to actively explore new knowledge is of great practical significance for their growth and success. A child shows curiosity about external things and keeps asking questions about the people around him. This is exactly the expression of the child's thirst for knowledge. As a mathematics teacher, we should be good at making use of this instinct of students, focus on teaching students how to actively explore new knowledge, encourage students to boldly raise valuable and difficult questions in the learning process, and dare to put forward different opinions. This is the key to learning to question.

Let students dare to think, dare to ask, and be willing to ask questions. In the process of learning, students must realize that they will not learn if they do not ask. Being able to ask is an important sign of having the ability to question. First, teachers must serve as a role model. All students' activities begin with imitation, and so does questioning. Teachers should pay attention to the "teaching by words and deeds" of questioning. Second, mathematics teachers should guide students in classroom practice to question problems that arise at the connection between new and old knowledge, confusion in the learning process, conclusions about rules and regulations, and important and difficult points in teaching content. Third, students must learn to change their perspectives in the process of concept formation, derivation of arithmetic, analysis of problem-solving ideas, and hands-on practice. In this way, students can ask questions from the front, or from the negative or negative side. asked sideways. Realization cannot be doubted anywhere and at all times. Specifically, the concept: Why is it stated this way? Can you add or delete some words? Question and explore in exploring the connotation of concepts and expanding their denotation. For example: Calculation: Is there a simpler method? Application question: What is the basis for the column formula? Try to find better solutions.

Teachers should not only inspire students’ strong desire to explore deep in their hearts, but also allow students to gain successful emotional experiences in inquiry activities. This also verifies Suhomlinsky’s famous saying: Deep in the human heart, there is a deep-rooted need to feel that one is a discoverer, researcher, and explorer, and in the spiritual world of children, this need is particularly strong. " Practice has proved that if a person After working hard and experiencing the joy of success for the first time, his pursuit of faith and strength will be endless. Only by allowing students to succeed can they maintain sufficient enthusiasm for inquiry. When students provide reasonable explanations for the problems they are exploring and make great progress, the joy will arise spontaneously, which will also prompt them to generate powerful Internal motivation to strive for new and greater success, this is what I always believe that "success is the mother of development."

How to let students fully experience the joy of successful inquiry?

The first thing is to create conditions for students to experience success.

Teachers should be able to give students expectations for success when designing probing questions, so that students will have the fighting spirit to learn, and under the influence of the teacher's charisma and driving force, they will be inspired Research desire. In addition, because inquiry-based learning will provide students with a platform for success, appropriate hierarchical teaching will be conducted, different learning requirements will be put forward for each student, exercises will be carefully designed, and hierarchical assignments will be arranged. Again, demonstrate success and give students at different levels an opportunity to showcase their learning achievements.

Second, we must create a situation for students to enjoy success.

"Difficulties" may be difficult for every student to solve based on their age characteristics. "Those who have doubts must have no doubts. This is where you will make progress." Students discovered and raised problems. How to solve them? This is a problem that must be solved in teaching. When students raise questions, no matter whether the questions are correct or not, as a teacher, you must give a positive response. If a teacher ignores some students' questions, his enthusiasm will inevitably be frustrated. Started to feel disgusted. When students raise questions, teachers should not rush to give answers, but think: if the problem is given to students to discuss, the teacher plays an organizational role, and drawing correct conclusions will inevitably produce more profound effects, allowing students to fully experience Explore the joy of success and explore new knowledge more proactively.