1. In inquiry learning, students' cognitive rules are not followed, and they are not tested from the perspective of students. Inquiry learning has become a behavioral process imposed on students.

2. Overemphasizing students' autonomy and weakening teachers' guiding role.

Under the new curriculum concept of independent inquiry as the main learning method, teaching activities should fully reflect students' autonomy in learning. However, due to some teachers' misunderstanding of students' subjective status, the classroom where the subject returns has been turned into a classroom where the subject is allowed to drift, which weakens the guiding role of teachers.

It is mainly manifested in that students are allowed to explore independently without supervision, and some teachers dare not give guidance when organizing students to carry out mathematical inquiry activities, for fear of being labeled as "leading students by the nose"; Even with the guidance of teachers, it is impossible to grasp the timing and degree of intervention.

3. Pay attention to the behavior process of inquiry learning and ignore the development of thinking.

In mathematics teaching, we sometimes see the phenomenon that teachers provide students with some structured materials, then ask questions, describe the steps of inquiry, and finally let students use these materials to explore. After a class, the children did it and the conclusion was drawn smoothly. But is this kind of hands-on operation a mathematical inquiry? Some students are very happy from beginning to end, and their enthusiasm for participation is very high, but what students get is only superficial, so math class is not just to make students happy.