The so-called inquiry is about the nature of learning behavior itself, and the key lies in the strategy and process of dealing with learning materials or solving problems. Advocating inquiry learning focuses on the process rather than the result, facing the strong thirst for knowledge and curiosity in subject learning, and solving problems with the spirit of constant thinking, constant pursuit and constant inquiry, rather than begging for amazing discoveries or great innovations. Simulated learning activities and homework exercises should be adopted to create a situation similar to academic research, so that students can independently solve new problems through exploratory activities such as experiment, investigation, operation, investigation, information collection and processing, expression and exchange, and gain all-round development of knowledge and skills, processes and methods, emotional attitudes and values. Compared with receptive learning, inquiry learning is more problematic, practical, participatory and open. In primary school mathematics classroom teaching, I cultivate students' autonomous ability from the following aspects.

1 Use teaching methods to create a situation for students to explore independently.

In mathematics teaching, teachers must change "conclusion-oriented" teaching into "process-oriented" teaching, pay attention to reappearing the process of knowledge generation and formation, and guide students to explore and discover. As multimedia technology is gradually introduced into teaching, the scientific and technological content of teaching is greatly improved, which provides more favorable conditions for enhancing the inquiry of teaching. Teachers can use the functions of multimedia courseware, such as color contrast, font deformation, flashing tips and so on. Guide students to pay attention and create a situation conducive to students' independent exploration, instead of directly providing students with ready-made knowledge.

There is a popular saying in education; "I listened, I will forget; I have read it, and I will remember it; I did it, I will create it. " When teaching circumference, what may be the relationship between learning circumference? Guide students to experiment, record and calculate in groups to verify whether their guesses are correct. Although some students get inaccurate conclusions and even make some mistakes, this process of finding problems, making bold predictions, collecting information and processing analysis is essential for cultivating students' good mathematical literacy. Not only can students develop the habit of independent inquiry, but also can they experience the pleasure of overcoming difficulties and achieving success, and get clear mathematical knowledge from it. This further enhances the inquiry of mathematics.

Have an excellent inquiry team.

According to students' knowledge base, hobbies, abilities and equipment, personality and other factors, we should combine them to achieve "homogeneity in different groups, heterogeneity in the same group", strive for balance and fair competition, and have no obvious differences. So as to promote students' good study habits such as active participation, equal competition and mutual cooperation.

3 Identify opportunities for exploration

Some teachers feel that there is not enough time for inquiry learning. There are objective reasons here, because students' exploration process is sometimes difficult to predict the time. But another important reason is that the method of "inquiry" has been misused, and the effect is definitely not ideal. To grasp the opportunity correctly, we should only "explore" when we really need to explore, and the exploration activities can be effective and students' exploration ability can be improved.

Find the method 3. 1. For example, when I was teaching "the characteristics of numbers divisible by 2, 3 and 5", I wrote relevant numbers for students to observe their characteristics, and finally summed up the characteristics of numbers divisible by 2, 3 and 5 through a series of activities such as calculation, discussion and verification. Only the rules discovered by students themselves can make students really understand and master them.

3.2 When comparing and judging. For example, in the teaching of "Understanding of Cylinders and Spheres", inquiry learning can be used when students are given objects to judge which are cylinders and which are spheres. Let the students have a look, touch, think and talk, so that everyone can fully express their opinions and make inquiry learning more effective.

3.3 When breaking through difficulties. When teaching is difficult, because of the intensity and openness of thinking, it is often difficult to find a solution or incomplete thinking by relying on personal strength. At this time, it is necessary to cooperate in groups and carry out inquiry activities such as discussion and exchange. Inspired by the discussion, we can find out various solutions smoothly.

In this way, students not only learned to cooperate and communicate, but also learned to explore independently.

4. Cultivate students' awareness and ability to explore problems.

For example, when learning the area calculation of rectangles and squares, I first put forward a realistic task in the teaching design, asking students to cooperate to complete it. "Let's help complete the budget plan for designing the ceiling decoration of the school library." This question is like a main thread running through the whole teaching. In solving problems, after exploration, students find that to complete this task, they must know what is area and what is the unit of area. How to calculate the area of rectangle and square? What is the price per square meter? What is the area of the whole ceiling? The emergence of difficult problems has caused students to think and explore again and again. Some students think independently, while others discuss cooperatively. In the whole activity, I constantly provide support and help for students to solve problems, create real life situations by using courseware, and narrow the distance between students and mathematics. Students learn and use mathematics in practical activities, and exert their intelligence and wisdom in the process of exploring and solving problems, thus improving students' awareness and ability to explore problems.

Through exploration and practice, I gradually found that students learn actively and teachers teach easily, so we should combine various teaching methods, penetrate each other and use them flexibly to stimulate students' happy feelings of loving learning, experiencing participation, experiencing creation and experiencing success, effectively cultivate students' inquiry consciousness and ability, and gradually realize the basic teaching concept of "teachers teach creatively and students learn creatively".