In primary school mathematics classroom teaching, cultivating students' inquiry learning ability is to provide students with opportunities to freely express, question, explore and discuss problems under the inspiration of teachers, on the premise of students' autonomous learning and cooperative discussion, with mathematics textbooks as the basic inquiry content and students' surrounding world and life reality as the reference object, so that students can apply their mathematics knowledge to solve practical problems through individual, group and group attempts. Inquiry learning, teachers should constantly adjust their teaching process and progress according to the teaching content and students' inquiry activities in mathematics classroom teaching, do less intervention, and strive to create a democratic atmosphere in which students actively participate in teaching activities and are willing and dare to express what they know, think and do.

First, create a scene to stimulate the desire to explore.

In the traditional classroom, teachers often spoon-feed students, and students are in a passive position to accept knowledge and lack opportunities for active thinking. Suhomlinski said: "In people's hearts, there is a deep-rooted need to be a discoverer, researcher and explorer, and this need is particularly strong in children's spiritual world." In view of students' psychology, teachers should create a good atmosphere for inquiry and stimulate students' desire for inquiry. For example, when teaching "the understanding of circle", I asked the students, "Why should the wheel be round? If you don't use a circle, can you change it to an ellipse, a rectangle or a square? If not, why? " In this way, it was a common phenomenon, but it began to mobilize students' positive thinking. Yes, why do we have to use circles? What are the characteristics of a circle? What would happen if it was changed to another shape? In order to further stimulate students' desire to explore.

Second, practice and cultivate the fun of inquiry.

Primary school students' mathematics learning can not be separated from specific practical activities. Paying attention to hands-on operation is one of the most effective ways to develop students' thinking, stimulate students' interest in inquiry and cultivate students' mathematical ability. One of the characteristics of the newly compiled primary school mathematics textbook is to attach importance to intuitive teaching and increase students' practical activities and hands-on operation content. Therefore, homework activities become an important link in the process of classroom teaching. Only through their own thinking and exploration, students can establish their own understanding of mathematics, so as to truly understand mathematics and learn it well, and only by better understanding mathematics can students better understand the relevant life reality. The process of exploring activities through mathematics and creativity is an effective way for students to feel, experience and think. For example, "teaching pi", before allowing students to carry out independent inquiry learning, we should first explain the methods and requirements of inquiry learning, that is, measure the ratio of the circumference of a circle to the diameter of a circle by rolling method and winding method, and then let students explore and discover by themselves, which may achieve unexpected learning results. In this fun-filled learning process, students' interest in inquiry is gradually improved and stimulated.

Third, let go of time and space and guide independent inquiry.

"Mathematics Curriculum Standards" points out: "Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematics activities, and help them truly understand and master knowledge in the process of independent exploration, cooperation and exchange. "Therefore, in the process of mathematics learning, teachers should establish a strong sense of students, give students the opportunity to explore, give students enough time and space to explore, let students choose their own ways, design their own activity plans, and acquire knowledge through observation, operation, speculation and thinking. Whether the students solve it by themselves, without prompting; Students can think for themselves without hints; If students can evaluate themselves, don't say it yet. Let students form their own inquiry learning ability and hard-working spirit. For example, when learning the calculation of triangle area, the teacher gives a triangle figure for students to measure and calculate its area. Students can try to calculate its area in various ways, such as drawing a square. The teacher can give another identical triangle and ask the students to find a way to see if they can calculate the area of one of them without drawing a square. Can you try the calculation method of parallelogram area you have learned? After discussing cooperation, students will try to make these two triangles into parallelograms, and then measure the length and height of the parallelogram. It is found that the area of such a triangle is exactly half of the area of the parallelogram, and the area of the parallelogram divided by 2 is the area of a triangle with equal base and equal height. Although the spelling methods are different, the calculation results are the same, so it is logical to deduce the calculation method of triangle area. Because the time for experimental exploration is reserved for students, students can explore the results of problems from multiple angles through independent attempts, experiments and exchanges, which greatly enriches their perceptual knowledge and cultivates their exploration ability. This result was obtained through students' independent attempts, experiments and communication. Therefore, students' understanding and mastery are far more profound than teachers' simple preaching. At the same time, in the process of experimental exploration, students' perceptual knowledge is greatly enriched and their exploration ability is greatly improved.

Fourth, cooperation and communication to improve the efficiency of inquiry.

Learning is a process of full participation, full of the unique experience and sentiment of the learning subject. However, learning is a * * * process, and the communication, interactive wisdom and emotional influence between learning subjects will ultimately profoundly affect the learning effect. Group cooperative learning is a diversified teaching organization form with rich connotations, which is beneficial to students' active participation. Effective group cooperative learning can form an open and inclusive learning atmosphere among group members, so that group members can inspire and promote each other and achieve common progress. For example, when discussing "the sum of the internal angles of a triangle", first organize students to actually measure the degrees of each angle with a protractor, and then calculate the sum of the internal angles of each triangle. After that, * * * is the same as the corrected figure. At this time, the situation below 180 appears, and the completely consistent answer cannot be obtained. At this point, the teacher seized this contradiction and asked, "How can I know the exact degree of the sum of the three internal angles of a triangle?" Organize students to discuss in groups. Each group takes out a right triangle, an acute triangle and an obtuse triangle respectively. In the actual operation of folding, cutting and spelling, students infer that the sum of the internal angles of the triangle is 180. In this way, the team members actively discussed and cooperated with each other to successfully complete the learning task.