The classroom atmosphere of autonomy, cooperation and inquiry Zhao Dongfang No.2 Primary School put forward the new curriculum concept: actively advocate the learning style of autonomy, cooperation and inquiry. In order for students to learn like this, teachers must change their ideas and create a classroom atmosphere of independent participation and cooperative inquiry in teaching. Let's talk about the following points first: first, change the role of teachers and establish equal communication between teachers and students. As the saying goes, if the students in our class don't like it, you will feel how wonderful the story you told or the question you asked. They are indifferent and even disgusted under the stage. Therefore, teachers should realize that the relationship between teaching and learning is the interactive relationship between teachers and students' behaviors, and teachers are only the guides, organizers and collaborators of students' learning activities. In teaching, teachers should guide, guide or organize students' cooperative inquiry according to some situations or problems raised by students in learning, and encourage students to put forward their own opinions. For example, when teaching the basic nature of fractions, I prepared three large cardboard moon cakes of the same size. In class, I said to the students: The Mid-Autumn Festival is coming, and the teacher knows that students like to eat moon cakes best. There are three teachers here? Big moon cake? For Xiaojun, Liang Xiao and Xiao Fang, Xiaojun got half moon cakes, Liang Xiao got two-quarters moon cakes, and Xiao Fang got three-sixths moon cakes. Tell me, who eats a lot? Let the students discuss. Some say that three people eat as much, some say that Xiaojun eats too much, and some say that Xiaofang eats too much. But because there is no sufficient reason, no one can convince anyone, so I asked three students to demonstrate on the blackboard and let them do it themselves. Xiaojun took half of the first moon cake, Xiao Liang took a quarter of the second moon cake, and Xiao Fang took the sixth. After the mooncakes were divided, some students whispered below: Why are there so many? Students have a strong thirst for knowledge, and the classroom atmosphere is extremely warm. I will strike while the iron is hot, guide students to observe and discover the law and verify it. Second, change the way of learning and create a good learning situation. In the past, some students were absorbed in their studies by single admission, while others lacked interest and confidence in their students. To get rid of these disadvantages of students, we must guide students to change their learning methods and let them question boldly in their studies. This is also a good way to create a learning atmosphere of students' independent participation and cooperative inquiry. Sometimes the questions or doubts raised by individual students may be questions that most students are interested in or find difficult, which will cause * * * emotions among students. Students can't help but happily participate in discussions, cooperate and explore, express their opinions, or actively collect relevant information and seek solutions to problems. In the teaching of "cognitive score", I introduced an example of a monkey dividing peaches to see if it would help the little monkey score a point. Show the example wall chart, let the students observe and find out the monkeys and peaches in the picture, and work in groups. Each group gives four round pieces of paper to represent four peaches. ) This peach splitting activity must be completed by students' brains and hands-on operation. Because students like to operate, they think, communicate and operate very seriously. After their cooperative exploration, they will get answers and feel that mathematics knowledge is around our lives. Another example: when teaching division with remainder, I divided the beans on the plates in the class. According to children's learning and life experience, division is to divide beans. Divided by how many beans is the dividend, divided by how many portions is the number of plates, that is, the divisor, and the number of beans in a plate is the quotient. The remaining beans are the remainder. So I divided seven beans into three plates, let students think and divide them, and then discuss and explore: how to arrange formulas, how to try quotient, what are quotient and remainder respectively, and what are the relationships between dividend and divisor, quotient and remainder? After thinking, the students solved the above problems, because in the process of dividing beans, they experienced the process of dividing 7 by 3. It is easy to understand that the number of beans that have not been divided enough is the remainder, and the two beans on the plate are the quotient. The process of trying to put beans on the plate is trial quotient, and the remainder must be less than the divisor, because if the number of remaining beans is greater than the number of plates, at least one bean can be assigned to each plate. The divisor multiplied by the quotient plus the remainder equals the dividend, because the beans are only distributed in the plate, and the number in the plate plus the remainder must be equal to the total. Third, change old ideas and make students feel that they are the protagonists in mathematics learning. Most of our students are naive, lively and intelligent. As teachers, we should guide them to actively participate in mathematics activities, let them explore through independent observation, analysis and operation, and further let them promote each other in mutual exchanges and cooperation. In the teaching of "Understanding the Significance of Area", students can feel that the size of the surface of an object is their understanding of the area of the object through activities such as watching, touching, comparing and speaking, and compare the sizes of different objects, such as the surface of a wooden board, the surface of a pencil box and the surface of a desk, to see who is bigger. Whose is small? Then let them communicate in groups and compare the sizes of two plane figures with similar areas. If the size of their area cannot be compared only by observation and touch, students must exchange opinions, discuss with each other and choose the appropriate comparison method. Only in this way can it help to expand students' innovative spirit and make students realize their main position and role in mathematics learning activities.