At present, under the guidance of the new curriculum standards, we must firmly establish the student-centered view of education subject, the view of education quality with emphasis on the development of students' ability and the educational values with the goal of perfecting students' personality. Therefore, teachers should correctly carry out inquiry teaching in teaching. Inquiry teaching is a simulated scientific activity, which emphasizes that teachers should create an environment of intellectual and social communication centered on "learning" so that students can solve problems through exploration. Its fundamental purpose is not to train a few students into scientific elites, but to make students become citizens with scientific literacy. It not only pays attention to the results, but also emphasizes the process of knowledge acquisition, the construction and application of meaning, and emphasizes student-centered and all-round participation, so it is particularly beneficial to quality education and creation. Inquiry learning in mathematics refers to students' activities of inquiry, discussion and learning under the guidance of teachers, and the core of inquiry learning is exploration. Bruner pointed out: "Exploration is the lifeline of mathematics." The new curriculum standard points out: "The effective mathematics learning process cannot rely solely on imitation and memory. Teachers should guide students to actively engage in observation, experiment, guessing, verification, reasoning, communication and other mathematical knowledge understanding and effective learning strategies. Inquiry learning needs to go through the process of observation, experiment, guessing, verification, reasoning and communication. "

First, to stimulate students' interest in inquiry

Interest is always the best teacher for students. If students' learning is not based on interest, the effect and quality of teaching will be greatly reduced. It can be seen that before carrying out junior high school mathematics inquiry teaching under the new curriculum reform, junior high school mathematics teachers should first stimulate students' interest in inquiry, so as to fundamentally ensure the smooth development of junior high school mathematics inquiry teaching and ensure that inquiry teaching can achieve the expected educational goals. Specific implementation measures include the following points: First, create a good inquiry learning situation. Before carrying out specific teaching activities, teachers should create corresponding learning situations for students, so as to successfully guide students into the role of inquiry learning, which can not only effectively concentrate students' learning attention, but also stimulate students' interest in inquiry learning; Second, create a good atmosphere for inquiry learning. Once the learning atmosphere is formed, it can be used as a soft factor to restrict students' learning activities. Moreover, a good and effective learning atmosphere can directly stimulate students' learning emotions and make them enthusiastically participate in specific teaching activities, thus ensuring the effect and quality of junior high school mathematics inquiry teaching in essence; Third, design a good inquiry learning program. According to the three-dimensional goal of the new curriculum, design a moderately feasible inquiry learning program, so that students can develop in the process of continuous exploration and discovery, cultivate their innovative spirit and practical ability, and truly realize quality education.

Second, choose the appropriate query method.

(a) detecting actions

In the process of carrying out junior high school mathematics inquiry teaching, teachers should pay attention to cultivating students' operational ability, because the knowledge discovered through their own practical operation is students' own knowledge, and the knowledge obtained through teachers' teaching needs to be digested and accepted before it can be transformed. For example, when teachers explain the knowledge related to parallelogram, they can ask students to make a parallelogram by themselves, create inquiry questions before students start work, let students practice and start work with these questions, and encourage students to explore the discovered knowledge points boldly after completing the exercises. Through this teaching method, students can master these knowledge points more effectively and directly, and gain teaching experience that traditional teaching can't get. (2) conjecture-verification

In the process of junior high school mathematics teaching, students often have a lot of guesses, such as the answers to questions, the derivation of theoretical knowledge and so on. At this time, if the teacher directly announces the answer to the students, the students' thinking will stay in the guessing stage, which is not conducive to the formation of students' good inquiry habits. Because of this, junior high school math teachers should actively encourage students to practice and verify their own guesses, because through continuous verification and practice, students' ability will continue to improve, and this knowledge gained through self-verification does not need any transformation. In other words, this knowledge is students' own knowledge. Not only that, in the process of verification, students will form the habit of inquiry, and then discover the law of learning mathematics knowledge in the process of inquiry.

(3) Observation-induction

From the perspective of students' learning process of knowledge, its essence is constant observation and constant induction. Students initially know knowledge from the process of observation and internalize knowledge from the process of induction, thus truly transforming knowledge into their own things. Because of this, junior high school mathematics teachers must pay attention to students' observation, analysis, summary and induction of knowledge when carrying out inquiry teaching, and gradually develop from initial guidance to students' own ability, so that students can decompose knowledge consciously and actively. Not only that, but also encourage students to boldly observe, analyze, summarize and conclude from different knowledge angles. Only in this way can students master the knowledge points of junior high school mathematics more comprehensively, form a good learning mode and inquiry mode, and finally form a good inquiry learning ability and good inquiry learning habits.

Third, summary.

In a word, inquiry learning can effectively promote students' all-round comprehensive development, and adopting inquiry teaching method in junior high school mathematics teaching can promote students' comprehensive mathematics ability and make them grow and progress fundamentally. Because of this, junior high school mathematics teachers must combine their own actual teaching conditions in time and actively, and integrate inquiry teaching into classroom teaching, so as to effectively improve the quality of junior high school mathematics classroom teaching and achieve the expected teaching objectives.