When it comes to mathematics education, people are concerned about how much knowledge students have learned and how their academic performance is. As for students' feelings, values and status in mathematics learning activities, they are mercilessly ignored. Students experience the bitterness and profundity of mathematics learning more, but never think about whether children enjoy the happy life of mathematics learning, and regard mathematics learning as a kind of fun, a kind of enjoyment, and an exploration and desire for mathematics wonderland. What does mathematics leave for our children's childhood? Give the students a pile of gold or give them a golden finger? Teach people to fish, or teach people to fish? Have we sincerely accepted a new idea? The new concept of the new curriculum standard is that it is more important to establish inquiry learning methods than to acquire knowledge. Only in inquiry learning activities can children experience the fun of mathematical wonderland and become explorers and pioneers with "innovative consciousness and practical ability". So, how to use teaching materials flexibly and construct inquiry learning methods in primary school mathematics teaching? First, create an exploration scene to stimulate exploration interest. Oganesian, a Soviet psychologist, once said that "the achievement of mathematics teaching depends largely on whether students' interest in mathematics is maintained and developed". Interest is the driving force for students to acquire knowledge and improve the quality of learning, and it is also the prerequisite for cultivating students' initiative exploration ability. Only by stimulating students' interest in learning in class can we ignite the flame of active participation. With the interest in learning, we can have the internal motivation to develop our intelligence and tap our potential. With interest, students can be motivated to participate in learning. Creating situations to stimulate interest is a common means for teachers. According to students' age characteristics, knowledge and experience, ability level, knowledge law and other factors, teachers start with objects and examples that children like to see and hear, grasp the key of students' thinking activities, and provide rich background resources for students to understand the "zone of proximal development". Through life presentation situation, story deduction situation, physical demonstration situation, picture reproduction situation, language dialogue situation, etc., we strive to create vivid and interesting problem situations, stimulate students' desire for knowledge, and make students want to understand but can't speak. For example, when teaching "the unchangeable nature of business", teachers use stories (courseware presentation, monkey brothers selling cakes, advertisements) to create situations to stimulate interest. Rabbits like cakes made of radish. One day, he came to the "cake shop" in the forest and wanted to buy delicious and cheap cakes, but he was stumped by the advertisement for the monkey brothers. I don't know whose house to buy is cheap. Children, are you willing to help it? Please look at the advertisement: Monkey Brother's advertisement: "Come and buy a cake! 120 yuan can buy 60. " Monkey 2' s advertisement: "Great discount! 1200 yuan can buy 600. " Monkey's advertisement: "It's on sale! 12 yuan can buy 6. " The teacher asked: 1 "Which cake do you think is cheaper? Please calculate it. 2. What did you find? Tell your classmates what you found. In this way, the story leads to new knowledge exploration, which greatly stimulates students' interest and effectively urges students to participate in the exploration of new knowledge. Second, implement inquiry operation and guide inquiry behavior. "Thinking begins with action. If the connection between action and thought is cut off, thinking cannot develop. " Therefore, operation is the source of students' intellectual activities. In mathematics teaching, strengthening students' operation activities and letting them use their eyes, hands, brains and mouths can not only deepen students' understanding of the essence of mathematics and help them master related arithmetic, but also stimulate students' enthusiasm and consciousness in learning, guide students to actively explore knowledge, promote students' active development and cultivate students' innovative consciousness and creativity. For example, in the understanding of mathematical triangles, as soon as class begins, I ask students to take out three sticks of different lengths and use them to make different figures, as many as they can. Students give full play to their talents and spell out many unexpected numbers ... These colorful graphics fully reflect students' imagination and creativity. Third, pay attention to the inquiry process and constantly sublimate the experience. An important factor affecting classroom quality and efficiency is that students can't learn mathematics and don't master learning methods well. In order to make students "learn mathematics" in teaching, teachers should not only cultivate students' good study habits and common learning methods such as analysis, synthesis and experimental operation, but also cultivate and improve students' inquiry learning methods such as operation, thinking, observation, trying, discussion and communication. Therefore, in classroom teaching, teachers should strive to create a space for students to explore actively, leave time and space for students to think, operate, try to write, express, solve problems and ask questions, and let students have the opportunity to acquire knowledge independently. If students can think independently, the teacher will not prompt; If students can operate independently, teachers will not replace them; If the students can solve it independently, the teacher won't demonstrate. For example, when teaching "Understanding of Circle", students are required to prepare several paper circles before class. In class, after understanding the students' existing knowledge, the teacher will ask such a question: How much do you know about circles? (Some students will talk about the center, radius and diameter. Can you find a way to find the center, radius and diameter? Teachers ask students to use paper circles for learning activities such as folding, measuring, comparing and talking. (1) Through folding, students can find that the longer crease is the diameter of the circle, the shorter crease is the radius of the circle, and the point where the creases intersect is the center of the circle. (2) Say, let the students observe the crease carefully and talk about the diameter, radius and center of the circle at the same table; (3) Measuring the length of the crease, the students found that the diameter is twice the radius and the radius is half the diameter (i.e.1/2); (4) compare deskmates. Students found that in the same circle or in the same circle, all the diameters or radii are equal. This design leaves more time and space for students to explore independently, gives full play to students' main role, not only mobilizes students' learning enthusiasm and initiative, but also enhances students' awareness of participating in exploration independently. Fourth, create a ladder to improve students' inquiry ability. In classroom teaching, teachers should not only guide students to master knowledge, but also pay attention to guiding students to take their own learning as the cognitive object, sum up their learning process, master learning methods and problem-solving strategies, and let students learn to think, observe, operate, express and learn. Teachers should try their best to transform the teaching process into a process of independent exploration and discovery by students under the guidance of teachers. Let the students explore, try, summarize and conclude independently, find problems and find solutions. Therefore, teachers should give timely guidance, adopt various teaching forms, carefully design appropriate slopes, build necessary bridges, help students clearly define their learning objectives in time and effectively, overcome obstacles, and gradually form the ability of independent exploration. For example, when teaching "the characteristics that numbers are divisible by 3", the teacher first shows a set of relatively simple numbers: 9, 12, 33, 123, 186, 219,726, so that students can judge which of these numbers are divisible by 3. According to the conclusion just reached, the students think it is ok, but the verified result is negative. At this time, this contradiction immediately aroused students' desire to explore. The teacher seized the opportunity to make the students think: Will the number divisible by 3 have anything to do with 3? If so, what kind of relationship is it? Some students will say that these numbers are multiples of 3. Can you name a number divisible by 3? Ask the students to list a large number of examples, and then observe these figures carefully to see what their characteristics are. I'm sure you will find something. Through examples, verification, communication and summary, students not only mastered the method of independent inquiry, but also improved their ability of independent inquiry. In a word, it is a step-by-step process to cultivate students' independent exploration ability and let them learn actively. Teachers need to create a platform for independent inquiry, and constantly carry out training and exercise, so as to promote students' sustained and harmonious development and continuously improve students' independent inquiry ability.