Abstract: Compared with receptive learning, inquiry learning is more problematic, practical, participatory and open. Autonomous learning is a mode in which learners complete specific learning objectives according to their own conditions and needs under the macro control of the overall teaching objectives and under the guidance of teachers. To learn the inquiry problem of mathematics well, teachers should give students the necessary personal space, cultivate students' full self-confidence, provide necessary development space for students with different personality characteristics, and complete the subject study through correct guidance. Keywords: asking questions; Autonomous learning; Scientifically guiding the new curriculum reform gives new teaching ideas to teachers' teaching and students' learning, and has a certain understanding of the expansion of students' comprehensive knowledge. Most of the contents of each section of the course are in the form of "inquiry", which allows students to learn independently and actively. Just like some newspapers, magazines and counseling materials are also developing in this direction. Then, for this kind of "inquiry question" learning, students' thinking is not deep and superficial enough, because students' thinking is limited after all and the accumulated knowledge is not enough. Therefore, in recent years, the teaching reform has focused on students' autonomous learning to complete teaching tasks, so that students can master the initiative of learning, stimulate students' subjective consciousness and realize self-development under the organization and guidance of teachers. Therefore, we should consciously cultivate students' autonomous learning ability and have enough teaching advantages in teaching. This is also fully reflected in the teaching of the new curriculum reform. There is a "inquiry" question in every section of junior high school mathematics course, which requires students' further inquiry and teachers' organizational guidance to draw the required conclusions. This process is a process of independent inquiry learning. It is an important task for teachers to let students really learn knowledge and master the learning content comprehensively. In view of the "inquiry" problem in teaching, the author has read some relevant materials and got a further understanding of the inquiry problem. As the name implies, the so-called "inquiry question type" means that there will be complex problems, that is, "cumulative problems." This kind of problem is difficult to complete through existing knowledge and accumulated knowledge and experience, and then through brain thinking and research to draw correct conclusions. Therefore, in order to help students complete their learning tasks and effectively solve this problem, the author adopts the following teaching methods that he thinks are more successful, that is, teachers guide students to learn independently, so that students can gain unexpected gains unconsciously. 1. overall guidance overall guidance refers to actively mobilizing students' initiative and development vitality to explore problems, cultivating students' full self-confidence, and giving students a free learning environment and a good learning atmosphere. By creating problem situations, we can correctly guide and properly guide students to follow the formation law of mathematical knowledge, so that students can learn mathematics in exploration. In the teaching process, teachers guide students to start from their existing life experience with the idea of scientific methodology, actively acquire knowledge and use knowledge to solve practical problems by asking questions, exploring and discussing problems, fully develop students' innovative ability, emotional attitude and values, and enable students to explore knowledge spontaneously and independently and experience the happiness of acquiring knowledge independently. Through overall arrangement and step-by-step guidance, students can constantly broaden their thinking and get the correctness of the question. Second, forcing the author's "compulsion" is not to force students to study, nor to increase their learning burden and pressure, but to actively and naturally press students with strange experimental phenomena, hanging questions, novel stories and their own rich knowledge and experience. At this point, the students' emotions are in a state of excitement, so that they can actively explore and reveal the mystery of "strangeness". Through math games such as "do it", "guess it", "play it" and "fight it", we can take the initiative to take on this thoughtful and challenging problem and solve it by ourselves, so as to improve students' learning awareness and give full play to the advantages of independent teaching. For example, when learning statistics and probability, we should expose some social scams of "prize-winning games" in combination with reality: let students understand the practical significance of mathematical probability and teach them not to be easily fooled. The classified queries of periodical articles are all in the periodical database. In the teaching process, it not only cultivates students' autonomous learning ability, but also pays attention to students' social experience, which stimulates students' thirst for knowledge and achieves good teaching results. Step-by-step guidance No matter how high the mountain is, as long as you are willing to climb, you will certainly reach the top. In fact, isn't the process of solving problems like climbing a mountain? It's like taking the stairs. On the first step, naturally on the second step, will be able to climb to the top. This kind of problem-solving guidance is like a teacher holding students' hands step by step, creating suspense, stimulating students' strong interest in learning and giving students the opportunity to think about problems step by step. For example, when learning the square difference formula, let the students do the following questions first, 1. (x+ 1)(x- 1)，2。 ( 1+2a)( 1-2a)，3。 (X+3Y)。 Then let the students observe the results and find the square difference formula. For another example, to discuss the theorem of interior angles of polygons, the author first asks students to write the interior angles and degrees of triangles and draw graphs. Similarly, they also write the degree of the sum of the internal angles of quadrangles and pentagons and draw the corresponding figures, so that students can continue to observe the figures and ask questions. How many triangles can a quadrilateral be divided into? What about pentagons? What would be the result of one more side? Students will follow the author's thinking to explore the problem, and it is not difficult to get the inner angle and theorem of the polygon, so that students can learn easily and master it quickly in a pleasant and harmonious atmosphere, thus achieving the purpose of solving the problem. Fourth, it is not difficult to guide dialogue and exchange. As a teacher, we should master this skill. In fact, teachers and students think together, choose and determine research topics from real life, teachers ask questions by analytical or comprehensive methods, and let students answer them at the same time, reflecting the exploration activities of expression and communication, acquiring knowledge, guiding students to construct knowledge and mastering the methods to solve problems. For example, when understanding the bank's rate of return, the author asked students to collect deposit slips and withdrawal slips from major banks in advance, and discussed which deposit method earned high interest through teacher's questions and students' answers. Further understanding of the calculation of principal, interest and interest rate will make students more interested, cultivate students' comprehensive ability to use knowledge and infiltrate the idea of applying what they have learned. Secondly, students should experience success and enjoy teaching. Ignite the fire in students' hearts with your own true feelings, and warm every student with your own true feelings. Inquiry teaching is an effective way for students to acquire mathematical knowledge and cultivate inquiry ability. Mathematics inquiry teaching does not directly tell students the mathematical conclusion first, but allows students to draw their own mathematical laws or conclusions through various inquiry activities, such as observation, experiment, investigation, data collection, conjecture and demonstration, on the basis of old knowledge, so that students can participate in and experience the process of acquiring mathematical knowledge. Students' learning depends on their self-initiative ability, and teachers' guidance is the artery for students to give full play to their talents. In teaching practice, teachers should change their educational concepts, adopt correct methods and strategies, emphasize students' practical, oral and psychological skills in teaching, attach importance to exchanges and cooperation between students, develop students' active learning and teachers' correct guidance into a special cohesion, and play its main role in mathematics inquiry learning. In addition, inquiry learning activities can promote the development of students' internal thinking activities through external behavior activities, which is an important way to cultivate students' innovative thinking ability and is of great help to cater to the trend of preschool education reform and promote quality education. In short, teachers should let students actively explore, be brave in practice, strengthen their creative willpower in practice, and devote themselves to the whole learning process with great enthusiasm. In any case, we should adopt appropriate methods to give students enough time to explore and experiment in the learning process. I believe that students will certainly gain a lot through autonomous learning. In addition, we should advocate cooperation and exchange, and emphasize that students should communicate with their peers in the process of activities, then explain their views to teachers, and then communicate with other students to compare the results and test the accuracy and effectiveness of their views and experimental results. Teachers should play an important role, so guiding students to solve inquiry problems is a basic skill that teachers must master. We should continue to explore inquiry teaching activities, make bold attempts, keep pace with the times, constantly cultivate students' innovative thinking ability and further improve the quality of mathematics teaching. [2] Liu Min. An attempt at junior high school mathematics inquiry learning activities [M]. Jilin Education, 2008(32). Author: Longhua Middle School, Boluo County, Guangdong Province.