2. Inquiry teaching of examples in teaching materials. There are some typical topics in the textbook, some are important conclusions, some embody some mathematical thinking methods, and some are concrete forms of some mathematical conclusions. The extension and expansion of these topics present rich and colorful mathematical content, which is often the source of compiling college entrance examination questions. Therefore, in teaching, we must pay full attention to the excavation of typical examples, exercises and exercises in textbooks, and earnestly excavate the rich connotation of topics. By asking similar questions and solving these problems, we can expand the thinking of solving problems and develop students' inquiry ability and innovation ability.
3. Inquiry teaching of homework. Modern cognitive psychology holds that only by participating in educational practice and topic exploration can students flexibly use what they have learned to solve practical problems and make discoveries and innovations. Mathematical knowledge and mathematical thinking methods must be understood and mastered by students in actual mathematical activities, rather than relying on teachers' explanations to learn mechanically and imitatively. In the classroom teaching of subject inquiry, teachers should actively create problem situations, encourage students to actively participate in the inquiry process, teach students the methods of inquiry, leave students time for independent inquiry, design inquiry classroom questions and homework, and cultivate students' inquiry ability.