Subjective inquiry learning is a way for students to explore, study and solve problems themselves to acquire knowledge, and it is one of the three learning methods advocated by mathematics curriculum standards. Its essence requires us to carry out an activity of students' autonomous learning in mathematics classroom teaching, tap students' inner potential, complete the construction of knowledge independently, and obtain ways to explore knowledge from it, cultivate students' ability to find and solve problems, and cultivate students' innovative spirit and practical ability. Then, how to effectively carry out autonomous inquiry learning in primary school mathematics teaching? Now I will talk about my superficial understanding from the following three aspects.

First of all, create teaching situations to stimulate students' interest in independent inquiry.

"Mathematics Curriculum Standard" clearly points out: "Mathematics teaching should be closely linked with students' real life and create vivid and interesting situations according to students' life experience and existing knowledge." In the process of mathematics classroom teaching, creating vivid and interesting situations is the basic support for the emergence and maintenance of mathematics teaching activities; It is the starting point and motivation for students to explore mathematics knowledge independently; It is an effective means to improve students' mathematics learning ability.

"Play" is a child's nature. Suhomlinski once pointed out: "If teachers don't try to make students feel high, excited and eager to impart knowledge, mental work without emotion will bring fatigue. Without exultation and interest in learning, learning will become a burden. " Primary school students like to play games, creating game situations that are closely related to students' knowledge background and are of interest to students, arousing students' subjective consciousness, allowing students to independently mobilize existing knowledge, experience and strategies to experience and understand knowledge, activating students' thinking, triggering students' independent inquiry, and making learning activities vivid and effective. For example, when teaching "throw-throw", I first told my classmates that the teacher was playing a game of touching the ball with everyone today. There is a ping-pong ball in the paper box in my hand, which is marked with the numbers 1, 2, 3, 4, 5 and 6. Please close your eyes and touch a ball. What numbers can you touch? After the teacher shook the ball in the box, he asked a student to close his eyes and touch one. At the same time, let the students guess which ball he touched ) sheng 1: he touched number 6, sheng 2: not necessarily? He may have touched No.2 or No.3. I think he may have touched No.4 or No.5 or No.6. After the students guessed, the teacher asked the students who touched the ball to show them the ball they touched. Teacher: Come to think of it, can we determine the number of balls we touch in advance? Health 1: No, 1 to 6 may meet. Health 2: Six balls have the same chance of being touched. Teacher: What if the ball we want to touch must be number 6? Health 1: Put 6 more balls. Health 2: No, all six balls should be released. Teacher: Why? Health: Because every ball can be touched, as long as one ball is not No.6, it is possible to touch it. If all the balls are No.6, you can touch them as you like, and the ball you touch must be No.6. Take the creation of game situations as the main line, let students experience and understand the possibility of something happening in the game, understand the application value of "predicting the possibility of something happening", and initially master the basic methods of "predicting the possibility of something happening". As far as students are concerned, they do not wait for the transfer of knowledge, but actively construct knowledge and truly become the masters of learning; As far as teachers are concerned, they are not filling in "ducks", but creating various learning conditions for students' independent inquiry and creating a humanized classroom atmosphere. They are organizers, commanders, participants and promoters of students' learning activities. In the teaching process, teachers lead students to play skillfully and wonderfully, not for the sake of playing, but to make students doubt, make students doubt, dispel doubts and acquire knowledge, and stimulate students' interest in independent inquiry.

Second, strengthen hands-on operation and let students experience the process of independent inquiry.

Hands-on operation is an important method often used in autonomous inquiry learning. In operation, it is necessary to provide students with the necessary carrier for exploration, speculation and discovery, so that every student can participate in the activities of exploring and applying new knowledge, and finally achieve the purpose of learning, understanding and applying knowledge. Therefore, according to different teaching contents, teachers should try their best to make students take actions such as folding, cutting, swinging and measuring, and carefully induce students to participate in the operation process to the maximum extent, so that hands, eyes, brain, mouth and ears can be used together to accumulate rich perceptual materials, so that students can discover laws or verify conclusions by themselves in the process of exploration, and improve their exploration ability in the formation and application of knowledge. For example, when teaching "knowing the circle", I ask the students to cut a circle first. Teacher: The students fold the disc you cut in half, open it, fold it in the other direction, open it again and fold it several times. Teacher: What did you find after several folds? Health 1: Creases intersect at a point, and the intersection point is at the center of the circle. Health 2: Each crease is equal in length, and the intersection divides the crease into two equal parts. Teacher: It's good that you have made so many discoveries. These creases intersect at a point on the center of the circle. We call this point of the center of the circle the center of the circle, and the center of the circle is represented by O ... Teacher: You found that the center of the circle divides each crease into two equal parts, which you estimated with your eyes. Is it really equal? Please take out your ruler and measure it, and write down the length of your measurement. (Student hands-on operation) Student 1: Equal, both 2.3cm. Health 2: equal, both 2.4 cm. Health 3: Equal, both 2.5 cm. Health 4: Equal, both 2.8 cm. Teacher: Your conclusion was not denied by the teacher. Please take any point on your circle and measure the length from the center of the circle to this point. Do it several times and write down the measured length. Teacher: Please report the data you measured. Health1:2.3cm 2.3cm 2.3cm 2.3cm 2.3cm. Health 2: 2.4 cm 2.4 cm 2.4 cm 2.4 cm 2.4 cm 2.4 cm. Raw 3: 2.5 cm 2.5 cm 2.5 cm 2.5 cm 2.5 cm. Health 4: 2.8 cm 2.8 cm 2.8 cm 2.8 cm 2.8 cm 2.8 cm. Teacher: Observe the data you measured. Is there any regularity in the data you measured? If so, what is this rule? Health: Yes, equality. Teacher: What does equality mean? Health: The distance from the center of the circle to any point on the circle is equal. Teacher: Your conclusion is correct. The distance from the center of the circle to any point on the circle is equal. We call this line segment the radius of a circle. The radius is represented by the letter r Teacher: Please think about it. How many radii does the same circle have? Are all equal? Health: Countless, all equal. Teacher: The answer is very correct. ..... In this teaching, under the guidance of teachers, students discover the rules themselves, take the initiative to acquire knowledge, and cultivate students' innovative spirit and practical ability in the process of exploring knowledge independently. For another example, when teaching "knowing clocks", I first ask students to compare the physical clocks with their deskmates to see what is the same on the clock face. Student 1: Everyone has two needles. The long and thin ones are called minute hands, and the short ones are called hour hands. Ask the students to point out and touch the hour hand and minute hand of the learning tool. Student 2: There are 12 numbers. The number 12 divides the clock face into 12 equal big squares. Then let the students turn around and say which direction the hands on the clock face turn. Student 3: Clockwise. In this way, through a series of activities such as comparison, pointing, touching, flipping and speaking, the enthusiasm of students' independent inquiry is fully mobilized, and the initiative of learning is given to students, thus cultivating their observation ability, language expression ability and hands-on operation ability.

Third, open the teaching process and provide students with space for independent inquiry.

Let students carry out independent inquiry learning, there must be some inquiry space, and open classroom is an effective guarantee for the implementation of inquiry learning. For example, when teaching classification, I first ask students to take out their favorite things [toys (cars, trains, tanks, pistols ...), pictures (Altman, robots, the Monkey King, Nezha ...), fruits (apples, pears, bananas, oranges ...)] which have been prepared before class, and ask, "All students. The students are full of interest and express their opinions. Health 1: Put all these together. Health 2: Put it neatly. Health 3: Put the fun ones together, the good ones together and the delicious ones together. Health 4: Put the same things together. Teachers seize this favorable opportunity, introduce topics, open the classroom and explore new knowledge. Then classify what students bring through group cooperation, explain the classification reasons and summarize the classification methods. After the hands-on operation of each group, the representatives of each group report the results. Student 1: Our group classifies toys: cars, trains, pistols ... Student 2: Our group sorts pictures: Altman, robot, Nezha ... Student 3: Our group classifies fruits: apples, pears, bananas ... (When students answer the reasons and methods of classification, the teacher gives timely guidance. ) teacher: each group will classify and refine things according to different standards. After the hands-on operation of each group, the representatives of each group report the results. Student 1: We assemble cars together, trains together ... Student 2: We put Altman and robots together ... Student 3: We put pears together, apples together ... Teacher: Please think about what you have. Besides the classification you have now, how can you classify it? (Students do it by hand, while teachers patrol. ) 1: We can divide toys into wheels and wheels. Health 2: We can divide the pictures into pictures. Health 3: We can divide fruits by color and taste. In the whole teaching process, teachers let students show their interesting, good-looking and delicious things, explore, communicate and experience independently, participate in the formation and development of knowledge, understand and master the classified thinking methods, gain experience in learning mathematics, and become explorers, discoverers and creators in mathematics learning activities.