First, care for life and stimulate learning enthusiasm. I believe that every student has unlimited potential. I believe that every student can learn math well. If the teacher loses confidence in the students, it will be a devastating blow to the children. Only by fully trusting children and giving appropriate help can the so-called "poor students" have hope. Second, give methods, insert wings and give some learning methods, thinking methods and self-adjustment methods. Practice shows that although students often can't give clear answers to questions at the beginning, through a period of persistence, students can gradually answer these questions and eventually form a good habit of asking themselves questions-obviously, this means that substantial progress has been made in "adjustment". In addition, students should be provided with thinking strategies and problem-solving strategies. How to provide strategies, the most important thing is to cultivate students' mathematical thinking. For example, regarding the teaching of practical problems, President Li Lie of No.2 Experimental Primary School of Beijing Normal University said that special attention should be paid to cultivating students' mathematical thinking, which is an effective problem-solving strategy for students. In middle school mathematics, the commonly used mathematical ideas are: one-way thinking; Dual-function thought; Third, the idea of classified discussion; Fourthly, the idea of mathematical modeling; Fifth, induce, guess and explore ideas; Sixth, change ideas; Seventh, the overall thinking; A combination of eight numbers and shapes; With these mathematical ideas, students often have clever strategies to solve problems. Third, create space and improve the quality of life. Let children explore and communicate: inquiry activities must emphasize independence, and only cooperation on the basis of independence is valuable. The so-called independent inquiry is a process that allows each student to explore, discover and recreate relevant mathematical knowledge freely and openly according to his own experience and his own way of thinking. Because the process of students learning knowledge is the process of actively constructing knowledge, not the process of passively accepting external stimuli; On the basis of original knowledge and experience, students process and understand new knowledge and information, thus constructing the meaning of new knowledge. Teachers can't replace students' own thinking, let alone the thinking of dozens of students with differences. Through students' hands-on "doing mathematics", students can experience the joy of acquiring knowledge. The purpose of independent inquiry is not only to acquire mathematical knowledge, but more importantly, to enable students to learn scientific inquiry methods or experience inquiry strategies in the process of inquiry, so as to enhance students' independent consciousness and cultivate students' inquiry spirit and innovation ability. Professor Zhang Meiling from the Institute of Psychology of Chinese Academy of Sciences put it well: "Perfect imitation is imitation after all, and defective creation is creation after all. To create and develop, we can't seek perfection at once, but after all, we are advancing and developing, and the road is made by people. " Full of philosophy, it is very enlightening for us to reform mathematics teaching in primary schools. In teaching, teachers should encourage students to explore independently and strive to:-let students form the consciousness of independent exploration. Give students time and space to explore freely, and don't turn the teaching process into a process of mechanically cashing in teaching plans; -Encourage students to make bold guesses. It's hard to question. Express different opinions and don't rush to get a satisfactory answer; -give students guidance in thinking, especially when their views are wrong or biased, and guide them to find problems themselves. Self-correction, leave the opportunity to students, don't think for students themselves. -The requirements for independent exploration should change according to different exploration contents. Let students discover and understand more content that is less difficult and conducive to independent exploration; For those who are in difficulty, at least some exploration ideas or schemes should be formed as the basis for group cooperation and exploration. In short, teachers will never replace any knowledge that students can find; Teachers never hint at problems that students can solve independently. In particular, it should be noted that independent inquiry is a necessary stage of inquiry learning activities. Without this process, there will be no real exploration, and exploratory learning activities will therefore become a mere formality and lose their effectiveness.