Inquiry teaching, as a new teaching method, meets the needs of the national basic education curriculum reform and embodies the requirements of the times for talent training, and has become a major trend in mathematics teaching. How to better enable students to solve problems and build new knowledge in the process of inquiry learning, so as to cultivate students' ability to acquire and apply knowledge, I think we should pay attention to the following five characteristics. 1. Explore the situation and pay attention to practical results. Psychological research shows that students' interest in learning is closely related to their enthusiasm for learning. When studying textbooks, teachers should try their best to explore the interesting factors of the textbooks themselves, infect and attract students with the artistic charm of mathematics teaching, and make them show the state that learners are eager for, so as to achieve the purpose of active participation. However, if situational teaching is abused, regardless of content, type and similarity, "fairy tales, amusement parks, animal games ……", mathematics classroom will become a vivid and rich, but flashy and superficial classroom. Exaggerated situations make students deviate from the theme, and the original mathematics taste is gone, and the meaning of situation creation itself is also lost. Therefore, when creating a situation, we must consider whether it is conducive to achieving the goal of this lesson and pay attention to effectiveness. Otherwise, you can not use it, but you can't abuse it. Second, inquiry activities highlight that problem solving is the heart of mathematics, the catalyst of thinking and the internal driving force of inquiry activities, which can make students' desire for knowledge reach an active state from a potential state. A remarkable feature of inquiry learning is to carry out teaching activities around problems, which often arise in specific situations. In order to let students find problems in activities, teachers should hide the problems to be solved in teaching in the created situation, so that students can form cognitive conflicts in activities, and then carry out activities around the problems. Such as; When teaching the circumference of a circle, let students measure the circumference of a circle in different ways with learning tools, and then rotate a line with a ball in the air to make it a circle. After observation and thinking, students will know that the circumference of such a circle can't be solved by the previous method. They find that the circumference of this circle is related to the length of the rope ... Students will consciously devote themselves to the next inquiry activities. At the same time, teachers should guide and inspire students to dare to ask questions, be good at finding problems, be diligent in analyzing problems and be willing to solve problems. Cultivating students' innovative ability in the process of exploring problems. Thirdly, the inquiry process highlights the practicability of modern mathematics teaching theory; The acquisition of mathematical knowledge and ability comes from students' participation in mathematical inquiry activities. Therefore, mathematics classroom should provide students with opportunities to observe, try and operate as much as possible, guide students to participate in activities through eyes, ears, hands, mouth and brain, and receive and process information through various channels, so that students can not only have the will to explore, but also boldly practice and experience the process of knowledge formation under the guidance of teachers, actively build a knowledge system, overcome the "teacher" fourth, and embody cooperation and communication in the form of inquiry, which is an important part of the new curriculum. On the basis of students' independent thinking and active exploration, it is very important to organize students' cooperation and exchange for students to realize cognitive complementarity, promote students' thinking development and enhance their sense of cooperation. In teaching, teachers, as participants in teaching activities, should not only participate in inquiry activities, discuss with students and learn from each other, but also guide students to master cooperative skills and methods. Such as; In rectangular area teaching, each student's learning tools are not enough and must be completed through group cooperation; When teaching cuboid volume, one person can't build cuboid, and it also needs group cooperation. Then learning tasks, learning roles and so on all need the guidance of teachers. Cooperative inquiry is not only a formal cooperation, but also an ideological cooperation. Therefore, when teachers understand arithmetic, discover laws, operate demonstrations, analyze reasoning and abstract generalization, they should organize students to cooperate and explore, and be good at letting students participate in the whole process of knowledge formation, so that students can not only get conclusions, but more importantly, their cognition, thinking, development and emotion can be fully developed, forming a model of 1+ 1 >:2. Fifth, inquiry learning pays attention to development. Returning the classroom to the students, returning the time to the students, returning the initiative of life development to the students, and making the classroom full of vitality are the new concepts of basic education. All for the development of students is an important goal of the new curriculum reform. In the process of inquiry learning, the whole process of students' development is from finding problems, putting forward assumptions, collecting information, analyzing and reasoning, communicating and discussing, summing up and solving problems. Therefore, teachers should not only set three goals, but also set developmental goals, fully embody democracy in teaching activities and attach importance to students' subjective view; There are more choices in exploring materials; Make more room in form and method; Allow different conclusions in the inquiry results, and truly make the teaching process become the development process of students. In short, in the process of organizing inquiry learning, teachers should cultivate students' creative ability, implement the principle of step by step, adhere to the concept of evaluation process, and let different students get different development in the process of inquiry learning.