Lead: Inquiry learning in junior high school mathematics classroom means that students are the main body in learning and practice, allowing students to carry out inquiry learning independently and consciously carry out cooperative inquiry learning.

In the past, the traditional teaching method was always that students passively accepted mathematical knowledge, and teachers always instilled the teaching method into students, which led to the low efficiency and poor effect of junior high school mathematics learning. Therefore, for junior high school classroom inquiry learning, it is not only a good way of learning, but also enables teachers to comprehensively evaluate each student from the aspects of learning process, learning results and evaluation methods, and encourages students in view of their personality differences, so that students can build up their self-confidence while developing good study habits, learn mathematics consciously and consciously, and eventually become all-round high-quality talents needed by socialism.

1. Inquiry learning of theorems and laws

In the past indoctrination teaching, teachers always let students memorize the concepts and theorems of junior high school mathematics in order to remember. In fact, this method is wrong, and students sometimes forget it if they remember it deeply. Regarding the theorems and laws of inquiry learning, we pay attention to the process that mathematicians sum up various laws, and pay attention to the process theory, which is equivalent to reproducing the process that mathematicians draw theorems, so that students can truly feel this process and achieve the effect of permanent memory and flexible application. For example, when learning positive and negative numbers, the traditional teaching is to tell students that a number greater than zero is a positive number. A negative number means that if a number is less than zero, it is called a negative number. Then rote learning is not helpful for students to learn flexibly. Teachers can help students reproduce the process of summarizing concepts like this. There are two thermometers now. The thermometer liquid level refers to the fifth scale above 0, indicating that the temperature is 5℃. Then the thermometer liquid level refers to the fifth scale below 0. How to express the temperature at this time? At this time, students said -5℃ in succession, so the concepts of positive and negative numbers were introduced. In this way, not only can students actively explore mathematical knowledge, but as long as teachers persist for a long time, they can also cultivate students' good habit of exploring theorems and laws.

Second, create a cooperative exchange situation for students and encourage them to explore and learn independently.

Teachers' role in junior high school mathematics teaching is guidance, which is very important, so teachers must have ways and means for students to carry out independent inquiry learning. Cooperation and communication is one of the most effective ways of inquiry learning. In cooperation and exchange, new knowledge and old knowledge are recognized and consolidated. Of course, inquiry learning should be carried out on the basis of original knowledge, and students should be organized to understand, analyze, discuss and summarize new knowledge, so as to acquire new knowledge. Therefore, as a junior high school math teacher, we should think from the students' point of view, create more cooperation and exchange situations for students, encourage students to actively carry out independent inquiry learning, and let junior high school students grow and progress together in cooperation and exchange. Junior high school mathematics, thinking highly. If students are encouraged to think from different angles through cooperative communication, different problem-solving methods and processes will be produced, so that students can become good friends and better partners in inquiry learning through cooperative communication. For example, when learning axis symmetry, the whole class can be divided into five groups for cooperative inquiry, so that they can find the definition of axis symmetry in the inquiry. First of all, these five groups are required to prepare some graphic cards before class, including window paper, pencil box, mask, triangle paper, etc., and ask questions to students in class. What are the characteristics of these pieces of paper? 2. Why do you have these characteristics? The five groups cooperated and exchanged with questions and purposes, and were busy exploring with questions. Some folded pieces of paper, some calculations and some discussions. Finally, the representatives of each group introduced the exploration process and results. In this way, teachers can find correct answers and encourage groups with incorrect conclusions so as to explore better results next time.

Third, the practice of inquiry learning.

According to my own teaching experience as a teacher for many years, the reason why students don't like practical homework in class is because the exercises in class have low relevance to life, which leads to students' low interest in learning. Therefore, teachers can change their thinking and some problems with high relevance to life when they are doing inquiry learning of practical work. For example, after learning axis symmetry, you can organize the whole class to actually transform the class and create a dynamic class atmosphere. Walls and windows can be transformed into symmetrical pictures or axisymmetric pictures, so that students can not only experience mathematics knowledge in life, but also conduct exploratory learning in practice.

Fourth, summary.

To sum up, inquiry learning in junior high school mathematics classroom is to take students as the main body of learning and practice, so that students can carry out inquiry learning independently and consciously carry out cooperative inquiry learning. Of course, teachers should guide students' inquiry learning and let junior high school students develop on the right inquiry road. It is the teacher's goal to gradually achieve good academic performance, inquiry learning ability and all-round development of mathematics. Therefore, as long as teachers and students work together to create a good learning atmosphere, they can help junior high school students learn junior high school mathematics well.

References:

[1] Gao Yonghong. Topic selection strategy and case analysis of mathematical inquiry learning [J]. Mathematical Physics for Middle School Students (Teaching and Learning), 2014,09.

[2] Luan Xiaofeng. On Inquiry Teaching Strategies in Junior Middle School Mathematics Classroom [J]. Mathematics Learning and Research (Teaching and Research Edition), 2009(04)

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