Inquiry learning is "a learning method and process in which students acquire knowledge, skills and attitudes through inquiry activities such as finding problems, investigation and research, hands-on operation and expression and communication." Inquiry learning mainly lies in students' learning. Exploratory and research-based learning activities are carried out independently or in groups, emphasizing students' active exploration, experience and innovation. At present, the classroom is still the main position of teachers and students' teaching activities, and the implementation of inquiry learning in the classroom is the key to the practice of inquiry learning in junior high school mathematics. Next, I will talk about some teaching experiences on the classroom implementation of junior high school mathematics inquiry learning.
First of all, from the formation of the concept of inquiry learning.
The formation of concepts has a process from concreteness to representation to abstraction, and the process of students acquiring concepts is an abstract generalization process. In the teaching of abstract mathematical concepts, we should pay more attention to the actual background and formation process of concepts, so that students can experience some familiar examples, overcome the learning mode of mechanical memory concepts and experience the formation process of knowledge. For example, the concept of function is difficult for students to understand the definition given in the textbook. In teaching, students should not memorize definitions, nor should they only pay attention to the discussion of their expression, definition range and value range. Instead, we should choose specific examples to make students understand that functions can reflect the changing law of actual things. For example, ask students to point out which of the following questions is a variable and how to express their relationship: ① The speed of a car is 60 kilometers per hour, and the distance traveled in t hours is S kilometers; ② The storage capacity and water depth of the reservoir are given in tables; ③ The top and bottom angles of isosceles triangle; ④ The temperature and time revealed by the temperature change curve of a certain day. Then let the students compare them repeatedly and get the essential attributes of two variables: each time one variable takes a certain value, the other variable also determines a unique value accordingly. Then let the students give examples of functions themselves, distinguish between true and false examples and summarize the definition of functions abstractly. At this time, students can understand the "change" of the function, but what is the law of change? Teachers should continue to guide the exploration of practical cases and guide students to carry out the following activities: ① Draw points: Draw corresponding points in the plane rectangular coordinate system according to the data in the table. ② Analysis and judgment: judge whether the positions of each point are on the same straight line. ③ Solution: When these points are judged to be on the same straight line, the expression of a linear function can be obtained from "two points determine a straight line". ④ Verification: Whether other points meet the required linear function expression.
2. Explore learning from the rediscovery of theorems and laws.
The knowledge of predecessors is brand new to students, and learning should be a process of rediscovery and re-creation. Teachers should guide students to be in the problem situation, reveal the knowledge background, look for traces of exploration from mathematicians' waste paper, and let students experience how mathematicians study and create a new problem, explore the thinking process and experience the true meaning of exploration. For example, in the teaching of triangle interior angle and theorem, students know in primary school that the sum of three angles is 180 degrees when they are cut together to form a straight angle. But the theorem should be strictly demonstrated, and teachers should guide students to explore the essence of "spelling". There are roughly four kinds of spelling for students. Teachers let students draw spelling, guide students to explore the idea of proof from spelling, let students naturally come into contact with the problem of adding auxiliary lines in geometry, realize the origin and function of adding auxiliary lines, and let the theorem be proved naturally.
Third, extend the inquiry learning from examples.
There is an example in the second grade geometry "Judgment of congruence of right-angled triangles": "Prove that there is a right-angled side and a high line on the hypotenuse corresponding to congruence of two right-angled triangles." It is not difficult for students to prove this problem, but teachers should not stop there and guide students to explore in many ways.