First, create problem situations to stimulate interest in learning-to stimulate the desire to explore.

1, contact with real life and hot issues, and create problem scenarios.

Simple mathematics knowledge is often boring, and it is difficult to arouse students' interest in learning and stimulate their learning mood. Therefore, it is necessary to start from the reality of hot issues in modern production, life or society, create situations, and give some fresh, vivid, interesting and real mathematical questions for students to answer, thus arousing students' exploration of real problems, thus arousing their interest in learning and cultivating them to form correct mathematical thoughts and methods.

2. Determine the connection point between old and new knowledge and create a problem scenario.

Students' cognitive contradiction to mathematics is a favorable factor to stimulate their desire for knowledge and inquiry. At the junction of old and new knowledge, teachers should be good at discovering students' cognitive contradictions, and even look for opportunities to create some contradictions, causing students' cognitive conflicts, and then guiding them to explore mathematical knowledge.

Second, optimize the relationship between teachers and students, stimulate learning emotions-create an atmosphere of inquiry.

1. Leave blank for students to explore independently.

For example, in classroom teaching, teachers can leave a "blank" in the next few links for students to explore and think. (1) Leave "blank" when finding the connection point between old and new knowledge; (2) Leave "blank" after asking questions; (3) students leave blank when they are vague about knowledge; (4) Leave a blank before summing up the conclusion; (5) Leave "blank" after the error occurs; (6) Leave a "blank" when there is a problem.

Only by fully believing in students' inherent potential and giving them enough time and space to explore independently can their creative potential be stimulated.

2. Group interaction, advocating cooperative inquiry.

In teaching, teachers should provide inquiry materials, organize students to carry out cooperative inquiry in a planned way on the basis of encouraging students to think independently, form an atmosphere of collective inquiry, and cultivate students' cooperative spirit.

3. Encourage evaluation and keep students' enthusiasm for inquiry.

Third, tap the inquiry resources and stimulate the enthusiasm for learning-carry out inquiry activities.

1. Excavate teaching material resources and carry out inquiry activities.

Mathematics is a material for teaching, but teachers should not only rely on textbooks in teaching, but also study and be familiar with textbooks, make full use of various teaching resources and organize students to explore, so as to cultivate students' inquiry ability.

2. Make good use of error effect and carry out inquiry activities.

In classroom teaching, teachers should grasp the key points, difficulties or places where students are prone to make mistakes, consciously make mistakes and guide students to explore and correct them. This is conducive to protecting students' innovative consciousness and cultivating students' inquiry ability.

3, close contact with real life, to carry out inquiry activities.

Mathematical knowledge comes from life and is applied to life. Therefore, in teaching, we should set out from students' reality, arrange practical topics, guide students to participate in inquiry activities, and closely link mathematical knowledge with real life.