Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. Independent exploration and cooperative communication are important ways for students to learn mathematics. This brand-new and scientific way of learning can cultivate students' initiative to explore, unite and cooperate, and be brave in innovation, which embodies the needs of social development and human survival, is the foundation of people's lifelong development, and is also an important way of independent learning of modern educational ideas. Self-inquiry and cooperative communication learning mode is to let students experience the process of discovering, asking, analyzing and solving problems through cognitive activities such as discovery, inquiry, research and cooperative communication in the learning process, so as to achieve the purpose of cultivating innovative spirit and practical ability. First, it is the premise to cultivate the consciousness of independent exploration and cooperation and exchange and to stimulate students' interest. 1, cultivate students' awareness of independent participation and enhance students' initiative of independent participation. In order to make good use of this learning method in middle school mathematics class, students' participation is very important. Without the participation of students, this learning method is impossible. Therefore, it is particularly important to cultivate students' awareness of independent participation and enhance their initiative. It is necessary to guide students to understand that independent exploration and cooperative exchange learning are not a burden, but a kind of enjoyment and a pleasant experience; It is not a compulsion, but a willingness and initiative. Only when students organically link this learning style with their own life, growth and development can it be transformed into students' independent participation, thus generating a strong desire for knowledge? 2. Stimulate the interest of independent inquiry and develop the habit of independent inquiry. ? Interest is the main motivation for students to acquire knowledge, broaden their horizons and enrich their psychological activities. In teaching, I often stimulate students' interest through situations, jokes, riddles, stories, songs, intuition, operation, games, suspense and other ways to promote students' independent inquiry, cooperation and communication. In teaching, with the help of modern educational means, students' strong curiosity is stimulated. Once this curiosity develops into cognitive interest, it will show a strong thirst for knowledge, and then participate in classroom teaching independently. For example, in the teaching contents such as "education savings" and "how can ants go nearest", students have accumulated some perceptual life experiences in real life, but they often know what it is, but they don't know why. In teaching, I use the sound, image and other functions of modern educational means to reproduce life. For example, in the course "How do ants walk recently", I make courseware according to several different routes of ant travel, accompanied by music. In teaching, familiar pictures and sweet music make students pleasing to the eye, truly understand the three routes that ants run on the surface of a box, and find out the length of the three routes. Pleasant emotions make students active in thinking and interested, and the effect of participation can be imagined. In teaching, we should create an equal, tolerant, respectful, understanding, harmonious and pleasant learning atmosphere, so that students can speak, dare to speak, love to speak, actively participate in classroom teaching activities and truly become the masters of learning. We should respect students, believe that every child can learn well, allow students to express different opinions, and encourage students to raise questions, oppose opinions and even criticize opinions. Correctly treat students' mistakes in answering and writing, give more tolerance, encouragement and guidance to students, and make the teaching process a continuous incentive process. So as to form the habit of independent inquiry. Second, it is the key to pay attention to the guidance of learning methods and cultivate the ability of independent exploration and cooperation. The key to independent exploration and cooperative communication is to teach students learning methods and strategies, so that students can learn from what they need to learn, and finally transition to universities, improve the quality of learning, and make students truly become the masters of learning. (1) Strengthen intuitive teaching and guide students to learn abstract and generalized thinking methods. Mathematical knowledge is abstract to varying degrees. In order to adapt to students' way of thinking and guide students to abstract mathematical knowledge and principles, it is necessary to provide rich and intuitive materials. Through observation, experiment, guessing, verification, reasoning, communication and other mathematical activities, a large number of perceptual knowledge is obtained and representations are established, which is the pillar of abstract mathematical knowledge. ⑵ Cultivate language expression ability and guide students to learn to think methodically. (1) Create opportunities and encourage students to speak boldly. Students with different ages, different intellectual bases and different personalities have great differences in their language expression ability. Some can explain mathematics independently, some need to explain mathematics under the guidance of teachers, and some are still difficult to explain mathematics under the guidance of teachers, but in any case, all students should be given a chance to speak. It doesn't matter if they are wrong, just speak up. Especially for those students who are not good at oral expression, they need enthusiastic encouragement. (2) Methods should be used to enable students to speak. To form ability, you need regular training and accumulate over time. In the initial stage, students can learn to speak, try to speak, speak quietly by themselves, and talk to each other at the same table, and gradually improve their ability to talk about topics and reason. At the same time, let students listen to others carefully and put forward their own supplementary opinions or different opinions, so that students' oral English level can enter a new level. Gradually make students dare to speak, be good at speaking and be eloquent, thus promoting the development of thinking. ⑶ Carefully design questions and guide students to learn thinking methods and habits step by step. For example, when learning the nature of isosceles trapezoid, first guide students to review the nature of isosceles triangle: the two bottom angles of isosceles triangle are equal. Then ask: Are the two internal angles on the same bottom of the isosceles trapezoid equal? In this way, students will try to turn the isosceles trapezoid problem into an isosceles triangle. For example, after learning parallelogram, diamond, rectangle and square, ask: What did you find? This kind of questioning urges students to find the connection between the four numbers, grasp the essence, find similarities, activate their thinking and learn useful thinking methods from them. (4) Cultivate self-study ability and guide students to learn to read books step by step, ask questions and sum up knowledge. Obtaining knowledge from books is one of the ways to learn, so I pay attention to guiding students to develop the habit of reading books, understand mathematical expressions in books, master important words and sentences, find answers according to the self-study syllabus, and understand the meaning of abstract sentences, so as to cultivate students' self-study ability and lay the foundation for the independent participation of disciplines in learning and play their role. Third, providing opportunities to participate in independent inquiry and cooperative communication is the core of creating problem situations, and creating learning activities to participate in independent inquiry and cooperative communication is the core of cooperative learning and cooperative communication learning. The high quality and high efficiency of classroom teaching can not be separated from the active and effective participation of all students. Teachers should strive to create problem situations, so that students have time and space to think, operate, try and express their own problems, gradually internalize their external activities into their own internal intellectual activities, and acquire knowledge, develop intelligence and participate in learning activities independently in a more positive manner. Teachers should create opportunities, induce all students to participate, and let students taste the joy of success. The problem situation should be hierarchical. Generally speaking, it is necessary to pave the way for students to try to answer new knowledge at the connection point of old and new knowledge, so that all students have a feeling of eagerness and then participate in the later learning with greater enthusiasm. Avoid replacing the activities of most students with the activities of a few students. In teaching, some students will not be allowed to replace those who can make all students speak, nor will a few people or individuals replace those who can make most people speak. In order for all students to participate in the learning process effectively, the learning situation of students with learning difficulties is a key. Therefore, it is necessary to have a preferential policy for students with difficulties, not only to provide them with more opportunities, but also to create conditions for their success. For example, when teachers patrol, priority should be given; Classroom correction focuses on correcting homework; Discuss in groups and arrange for them to speak first; Ask questions in class and give them priority to answer the questions they can answer. Encourage their progress in time and protect their self-esteem. In short, mathematics classroom teaching should create opportunities for students to participate actively, provide space for positive development, and guide students to participate actively, so as to implement students' dominant position, promote students' positive development and improve their mathematics quality.