As an important means to cultivate students' learning ability and quality, the setting of teaching objectives, the setting of inquiry questions and the creation of teaching scenarios directly affect the actual effect of the whole teaching. I have summed up three teaching experiences in my years of teaching, and I would like to communicate with my colleagues here.

First, clear the goal of inquiry and lead students into the hall of inquiry.

A clear inquiry goal points out the direction for classroom teaching and students' learning. If the inquiry activity points out a clear direction, the specific goals will be realized continuously, attracting students to explore deeply, and students will have a sense of accomplishment from the heart, thus stimulating students' intrinsic learning motivation and promoting the effective development of inquiry teaching. So, how to determine a clear inquiry goal? The goal of inquiry should be formulated according to the content of inquiry and the students' learning preparation and learning characteristics.

First of all, teachers should determine specific inquiry objectives according to the role and position of inquiry content in the whole knowledge system and the ability that this part can cultivate students.

Secondly, teachers should determine specific teaching objectives according to students' learning preparation and learning characteristics. Students' learning preparation refers to knowledge, ability and attitude, while learning characteristics mainly refer to basic knowledge and study habits. For example, after learning binary linear equations, the teacher uses the service life situation of "please prepare salt water" to guide students to use knowledge to explore: there are 40 grams of salt water with 30% salt, 30 grams of salt water with 80% salt, enough pure salt and water, and 60 grams of salt water with 50% salt should be prepared. Requirements: Try to design a variety of configuration schemes (the amount of raw materials needs to be calculated), and try to evaluate your various configuration schemes from different angles (using the least pure salt, the least salt water, and convenient preparation).

This practical operation is conducive to developing students' ability to learn and use mathematics; Cultivate students' cooperative communication and reflective ability. Enable students to review what they have learned in time, use what they have learned flexibly, and develop their abilities in the process of using knowledge.

Second, create a situation suitable for exploring problems and stimulate the internal motivation of learning.

Creating appropriate inquiry questions is an important driving force to guide students to explore, and good guidance has a natural role. Guide students to experience the problems they encounter, stimulate students' internal needs to solve problems, and thus arouse students' enthusiasm for inquiry. Appropriate problem creation links students' knowledge with problem solving, so that students can experience the fun of learning knowledge and using it to solve problems, and gradually develop the value concept of "applying what they have learned, applying what they have learned" and stimulate students' learning attitude of "knowing what they know and being happy". The problem design of inquiry learning should follow the following three points:

First, the questions to be explored should be close to students' life, which can stimulate students' desire to explore. Mathematics has a wide range of uses. In mathematics teaching, if teachers can design mathematics problems from students' familiar life situations and stimulate students' desire for exploration with appropriate and emotional life materials, they can not only concretize abstract knowledge, guide students to actively construct mathematics knowledge, but also stimulate students' desire for knowledge, so that students can truly experience the close relationship between mathematics and life, cultivate students' awareness of applying what they have learned and improve their ability to solve practical problems.

For example, using coordinate knowledge to find someone. Guide students to imagine that if they are in the center of a large stadium, friends will come to them, and inspire students to design various coordinate labels to clearly introduce their positions in an interesting way.

Second, design open and challenging inquiry questions to stimulate students' enthusiasm for inquiry.

Practice has proved that designing problems that are slightly higher than students' existing level, have certain difficulties and can inspire students to explore, just like guiding students to "jump up and pick apples", which has strong incentive power.

For example, first guide students to solve the problem about the circle: given the diameter of the circle as 13cm, if the distance from the straight line to the center of the circle is 4.5cm, respectively; 6.5cm8cm, how much do a straight line and a circle have in common? Why? After the students have solved this problem, they will be shown examples of life: according to the forecast of the meteorological department, a typhoon center is 40 kilometers south of a city with a diameter of 50 kilometers, and it is along the direction of 30 degrees southwest. Will the city be hit by a typhoon? Explain the reasons and draw a graphic demonstration. Through this transformation, it is challenging.

Third, give full play to the advantages of multimedia and create vivid problem situations. Multimedia technology is a technology that integrates images, sounds and animations, and has the characteristics of concretizing, visualizing and perceiving abstract things. This feature of it is easier to attract students' intentional attention in mathematics teaching. For example, after guiding students to understand the formula of circumference and arc length abstractly, design related questions: If a steel cable is used to circle the equator of the earth, and then the steel cable is extended by 13cm, let students verify whether the gap between the earth and the steel cable can let a big buffalo or a puppy pass? Then, the problem was animated by multimedia technology: first, the steel cable circled the equator, and then it was extended by 13cm. The animation shows the scene of a fierce argument between a buffalo and a puppy. The dog said to the buffalo, "I can go there, but you can't." But the buffalo said, "We can all go there." Inspire students to think and judge through calculation.

Third, create a relaxed, pleasant, inclusive and inspiring inquiry environment to promote students' active participation in practice.

A relaxed and pleasant inquiry environment is a necessary condition for the success of inquiry teaching. Only such an inquiry environment can really stimulate students' inquiry potential and activate students' thinking and innovation ability. The process of inquiry is time-consuming, complex, tentative and repetitive, and the results are uncertain and different. Teachers should treat all kinds of problems and mistakes in the whole inquiry process with an inclusive attitude when guiding students to carry out inquiry learning, and teaching should focus on encouragement and guidance. We should teach students in accordance with their aptitude, affirm their efforts and achievements, give positive help and appropriate guidance to students who have difficulties in independent inquiry, and never talk about success or failure. The process of inquiry itself is a process of growth, and the growth is diverse, so inquiry teaching should also teach students in accordance with their aptitude.

In a word, cultivating students' inquiry ability in junior high school mathematics teaching, appropriate questions, vivid scenes and hierarchical question presupposition are good boosters for successful teaching. Classroom inquiry is the position to cultivate students' inquiry ability, and the palace of life is the world for students to show their inquiry ability.