Learning situation is the source of students' learning interest and knowledge. Appropriate learning situation can make students interested, actively involved, active thinking, fully tap the relationship between their existing knowledge and experience and learning situation, so as to achieve the purpose of exploring new knowledge. Therefore, teachers should create interesting and gradient life situations that are integrated with learning content in classroom teaching, so that students can cultivate their inquiry ability in perceptual situations. For example, when teaching "parallelism and intersection", students can create different situations in which stationery falls in their lives. What will happen if several pens fall on the same desktop, so that students can feel the knowledge connotation of "straight lines intersect in parallel in the same plane" ; What will happen if several pens fall on the desktop and the ground respectively? Let students experience "the parallelism and intersection of straight lines in different planes and feel the knowledge about straight lines in different planes."
Second, make full use of teaching AIDS to cultivate students' inquiry ability in practical operation.
Teaching AIDS include traditional teaching AIDS and modern teaching methods. In specific teaching, we should give full play to the advantages of different teaching AIDS, guide the situation according to the situation, and cultivate students' inquiry ability in the process of using teaching AIDS, exploring knowledge and solving problems. Give full play to the role of teaching AIDS according to the teaching needs, not only pay attention to the operability of traditional teaching AIDS, but also pay attention to the advanced nature of modern teaching methods and complement each other, so that students can cultivate their inquiry ability in hands-on operation. For example, when teaching "angle measurement", we should give full play to the role of the traditional teaching aid protractor, so that students can first establish the concept of angle by drawing the angle on the protractor, understand the names and functions of each part of the protractor, and find out the position of the angle in the protractor; Then ask the students to measure the angle with a protractor. In this way, students can not only know the protractor through independent inquiry, but also measure the angle freely, so as to achieve the dual purposes of exploring new knowledge and cultivating ability. Another example is that when teaching "Translation and Rotation", we should give full play to the vividness and animation of modern teaching methods and collect some life situations and pictures about "Translation and Rotation", so that students can explore new knowledge on the basis of watching, browsing, analyzing and thinking, and abstracting, thus cultivating students' inquiry ability.
Third, solve life problems and cultivate students' inquiry ability to solve problems.
Knowledge comes from life, and knowledge is applied to life. Teachers should make full use of practical problems in life, let students solve practical problems in life scientifically and orderly, form problem-solving methods, and cultivate the logic and reasoning ability of thinking, so as to achieve the purpose of cultivating inquiry ability. In the process of solving problems, we should not only pay attention to the infiltration of quantitative relations and solutions, but also improve students' problem-solving ability and form orderly thinking and effective thinking. For example, when teaching "How much has the rectangular area increased", if the width and length of a rectangle increase by 3 meters, its area will increase by 54 square meters; If the length remains the same, the width will be reduced by 3 meters, and its area will be reduced by 36 square meters. What is the original area of this rectangle? Let the students draw a picture to find out the meaning of the question, then calculate the length and width of the original rectangle in two steps, and finally calculate the area of the rectangle. The calculation is as follows: length 54÷3= 18 (m) width 36÷3= 12 (m) area18×12 = 216 (m2); Another example is the teaching of "how to make a fence into a rectangle, a square or a circle with a few pieces of wire 36 cm long, which shape has the largest area". Students can be guided to understand that the length of iron wire is equal, that is, the circumference is equal, and then they can think about what shapes they can make. Finally, they can calculate the areas of rectangle, square and circle respectively, and draw a conclusion through comparative analysis. The specific calculation is as follows:
Rectangle 1 area 17× 1= 17 (square centimeter)
Area of rectangle 2 16×2=32 (square centimeter)
The area of rectangle 3 is 14×4=56 (square centimeter).
The area of rectangle 4 is 12×6=72 (square centimeter).
The area of rectangle 5 is 10×8=80 (square centimeter).
Square area 9×9=8 1 (square centimeter)
The area of the circle r=36÷3. 14÷2≈5.73 (cm).
S = 3.14× 5.73× 5.73 ≈103 (square centimeter)
In the process of calculation, students found that "the figure with the same circumference, the closer to the circle, the larger the area" through orderly calculation and comparison. Through long-term thinking training, students' inquiry ability will be greatly improved.
Fourth, carry out mathematical practice activities to cultivate students' inquiry ability in practice activities.
The extracurricular practice of primary school mathematics is of great educational significance in modern teaching, which can make primary school students widely accept new information in the process of actual investigation, measurement, calculation and inquiry, and improve their ability to solve problems and explore. In the usual teaching activities, some mathematical practice activities can be interspersed in time according to the teaching content, so that students can cultivate their inquiry ability in practice activities. For example, tell students stories about mathematicians Hua, Chen Jingrun and Gauss; For example, let students collect interesting stories about the history of mathematics, such as stories about numbers, stories about pi, stories about abacus, stories about calendars, stories about weights and measures, etc. At the same time, students can also set up a math wall newspaper. The contents of the wall newspaper include introducing mathematicians' lives, mathematical stories, interesting mathematical problems, mathematical games, mathematical riddles, mathematical mailboxes, problem discussions, exchange of learning experiences, and mathematical materials reflecting the achievements of socialist modernization in China and local areas. You can also set up a column of "Mathematical Hospital" to publicize the common mistakes in students' homework as "disease problems" and ask "doctors" for treatment. This form is very popular with students. Young readers put the math problems they don't understand or can't figure out into the "math mailbox" for answers, and the editing team should sort out all the problems and publish them in the wall newspaper for answers. Whoever can answer correctly will be praised or rewarded. You can also take students to visit nearby factories and rural areas, learn about the figures of output growth, visit shops, learn how salespeople use calculation tools, ask scientific and technical personnel to introduce the important role of mathematics in the process of realizing the four modernizations, and organize students to conduct field investigations in schools, rural areas, factories and construction sites in a planned way, apply knowledge in activities, and increase their talents through various practical activities.
In short, it is not a one-off event to cultivate students' inquiry ability. The key is to cultivate students' habit of independent inquiry and form certain inquiry methods and good thinking methods. In teaching, only by continuous practice and exploration can we gain something.