Inquiry is an important means to satisfy students' thirst for knowledge, the key to protect students' curiosity and the important way for students to acquire knowledge. The inquiry process itself can exercise children's thinking and help to cultivate students' problem-solving ability. Autonomous inquiry learning ability is a multi-level comprehensive ability with independent thinking as the core and many excellent psychological functions participating in actively mastering knowledge acquisition skills. ?

Because in the process of inquiry, the inquirer needs to comprehensively use the existing knowledge and experience, which plays a very key role in deepening the understanding and integration of the existing knowledge. The process of inquiry requires cooperation and attempts between students. These cooperative exchanges can help children learn the art of discussing according to certain rules and learn to communicate with others. In the process of inquiry, students have experienced setbacks and failures, success and excitement, and these feelings and experiences have made them better understand the nature of science and others. ?

However, in the traditional primary school mathematics teaching process, teachers generally adopt the method of "spoon-feeding, students open their mouths", which ignores the cultivation of students' independent inquiry learning ability and hinders students' learning enthusiasm. So how to cultivate students' independent inquiry ability and let them actively participate in learning? ?

Second, how to cultivate students' independent inquiry ability?

1. Guide students to explore in concept teaching. Mathematical concept is a form of thinking that reflects the essential attributes of the relationship between spatial form and quantity in the real world. The traditional teaching of mathematical concepts is often satisfied with letting students know the connotation and extension of mathematical concepts, ignoring the cultivation of inquiry consciousness in the process of forming mathematical concepts. ?

2. Let students experience inquiry activities in establishing theorems and deducing formulas. When teaching "area of parallelogram", the parallelogram is divided into two identical triangles (the base and height of parallelogram and triangle are equal). Before that, the area formula of triangle has been learned. According to the area of triangle = base × height ÷2. Students will soon come to the conclusion that the area of parallelogram = base × height. But some students have this question: Can a parallelogram be divided into other two figures? At this time, the teacher can take the opportunity to guide the students to conclude that the other two figures can't be exactly the same, and only the parallelogram with equal base and equal height has twice the area of the triangle (the area of the triangle is half that of the parallelogram), which not only ensures the students' participation consciousness and the process of trying to experience, but also stimulates the students' desire to explore. ?

3. Cultivate the ability of independent inquiry in the process of correcting mistakes. It is normal for students to make mistakes in the process of learning. The key is how to guide students to find out the causes of mistakes and make some explorations, which is very important for cultivating students' inquiry consciousness and independent inquiry learning ability. For example, when the score is 45 =0.45, the main reason for this error is that students do not grasp the conversion relationship between time and score. Therefore, students are required to explore the above mistakes independently, cooperate and communicate, explore the causes of the mistakes, and understand how to avoid such mistakes in the future. In this way, on the one hand, students find the root of their mistakes, on the other hand, through the process of independent inquiry, they enhance their inquiry consciousness and cultivate their learning ability of independent inquiry. ?

Third, the way to cultivate students' independent inquiry ability?

1. Stimulate learning interest and create a good learning atmosphere. A strong interest in learning can make students have a strong thirst for knowledge, and a strong thirst for knowledge can make students actively explore and learn independently. And a good learning atmosphere is the premise and guarantee to stimulate interest in learning. The essence of teaching atmosphere is teacher-student relationship, and harmonious teacher-student relationship is always the first teaching principle. Teachers should create a democratic and harmonious teaching environment in the classroom, narrow the distance between teachers and students, make students' intellectual activities unchecked, and provide the best learning environment for students' independent inquiry learning. ?

2. Expand independent inquiry activities and increase extracurricular practice. Classroom teaching is naturally the main channel to carry out autonomous inquiry learning, but extracurricular social practice is a vast world for students to explore knowledge independently. Therefore, teaching must also pay attention to practice, let students apply what they have learned in class to social practice, and let students explore and experience in social practice, so as to stimulate students' subjective consciousness and enhance their ability of independent inquiry and learning. ?

Fourth, the mode of cultivating independent inquiry ability?

1. Problem-driven. Classroom teaching is carried out in the process of teachers constantly asking questions and students constantly solving problems. For students, the knowledge used to solve problems has been learned. In order to let students play their greatest potential in the process of solving problems, teachers only give appropriate instructions to the camera, which is very important to cultivate students' ability to analyze and solve problems. New knowledge is based on old knowledge, and there is an internal relationship between them, which can build a subject knowledge system. The problem-driven teaching structure is: setting the situation ―― asking questions ―― solving problems ―― summarizing. ?

2. Inspire discussion. This is a problem-centered teaching method, which is based on students' autonomous learning and discussed by teachers and students. It creates conditions for students to play their respective talents and communicate in many directions, and can better play the main role of students. Teachers can choose appropriate discussion methods according to the teaching content, teaching conditions and teaching objectives. ?

Teachers lead discussion: create situations, ask questions-provide ideas, methods and materials to solve problems-guide discussion-summarize. This method is more suitable for the teaching of scientific concepts and laws, and it is easy to go deep and grasp the direction and process. ?

Discussion based on students' self-study and communication: assigning topics, putting forward requirements ―― students' self-study, retrieval reading ―― group discussion, inter-group communication ―― teachers' evaluation and topic summary. This method is more suitable for the teaching of liberal arts content, easy to play the thinking of seeking differences, and make students become the masters of learning. ?

3. Practical inquiry. In teaching, social investigation and experimental operation are regarded as ways and means to ask questions and explore problems, creating conditions and providing equipment, so that students have opportunities for practice, observation and measurement, analysis and research. This teaching method can stimulate interest, expand thinking and change passive learning into active learning. The essence of this teaching method is the process of practice-cognition-re-practice-re-cognition, which emphasizes the combination of theory and practice and provides an exact method for cultivating students' dialectical thinking. ?

The above three teaching modes are interrelated and infiltrated in teaching practice. Classroom teaching to promote students' autonomous inquiry learning ability is based on students' strong interest in learning and strong internal needs; It is realized and completed in the process of students' active operation, exploration, test and change of learning objects. ?

5. What should we pay attention to in cultivating students' independent inquiry ability?

1. Respect the results of students' independent inquiry learning. Professor Zhang Meiling from the Institute of Psychology of Chinese Academy of Sciences put it well, "Perfect imitation is imitation after all, and defective creation is creation after all;" To create and develop, we can't seek perfection at once, but after all, we are advancing and developing, and the road is our own. " Due to the limitation of knowledge level and ability, the results of students' independent inquiry are often not perfect. We can't underestimate students' academic performance. While mastering basic knowledge and skills, students should develop innovative thinking, cultivate the ability to solve practical problems, allow students to exert their imagination, break away from convention and encourage individualized understanding, so as to stimulate teachers' imagination and develop together with students. ?

2. The cultivation of independent inquiry learning ability should be linked with practice. Any knowledge comes from practice and should be applied to solve problems in life. We cultivate students' autonomous inquiry learning ability in the process of mathematics teaching, in order for students to master knowledge better and use knowledge and skills more flexibly. Therefore, the cultivation of autonomous inquiry learning ability must be closely linked with social practice. ?

3. Combination of independent thinking, group discussion and collective cooperation. Independent thinking is the most important feature of independent inquiry teaching, but in classroom teaching, we should pay attention to group discussion and collective cooperation, give full play to each student's intelligence, educate students not only to keep their own opinions in the discussion, but also to listen to others' suggestions humbly, learn to cooperate with others, and cultivate students' democratic consciousness. ?

4. Avoid "herding sheep" classroom teaching. Although it pays attention to students' independent thinking and collective discussion, it is by no means a "herding sheep" classroom teaching. Teachers should adjust and control in time, grasp the quantity and degree of discussion questions, and make classroom teaching efficient.