Stimulating interest and introducing topics refer to teachers' classroom introduction, which plays a role in influencing the overall situation and radiating the whole class. Asking a teacher to give a class is like an invisible magnet. Although it only lasts for a minute or two, it can attract students' attention, arouse their emotions, impress their hearts and form a good classroom atmosphere. The teacher's brief introduction is to pave the way for students' self-study and inquiry. When students have a strong interest, they will take the initiative to enter the stage of self-study and inquiry. The goal is to tap students' hearts, give play to students' autonomy, cultivate students' autonomous learning habits and abilities, and benefit for life. Students can combine learning, thinking, asking and asking in self-study and inquiry, which will add infinite fun and motivation to self-study. Therefore, there is no need to worry about whether students are capable and can achieve the expected results. What matters is whether the teacher trusts the students and gives them the right to explore for themselves. If we can trust students and give them rights, the level of students' autonomous learning and inquiry will definitely improve quickly. For example, when teaching "Application Problems in Proportional Distribution", we can create such a situation: there are 32 boys and 24 girls in Class 4 (2) of the school. In physical education class's class, Miss Li will give 28 solid balls to boys and girls and ask them to practice in two groups. How to divide it? There are two opinions among students, one is the average score, the other is the score according to the number of boys and girls, and then guide students to analyze which score is more reasonable, thus leading students to discuss the inquiry problems in the analysis.

Second, guidance in interaction.

In the learning environment of primary schools, "guidance" of some questioning dialogues at any time and anywhere can improve students' concentration and achieve the purpose, requirement and expected effect of learning knowledge. In teaching, guide students to ask questions for interactive activities. Such as teaching "how much is one number more than the other?" Or "what percentage?" Or "how much less?" Or "how much less?" When applying the question: 1. Ask, "How much is one number more than the other?" Or "how much less?" When using what method, let the students answer with (subtraction). 2. Q: "Which number is more or less than which number"? How to form? Ask the students to answer large numbers and subtractions. 3. Ask again: "What percentage do you want or what percentage?" Who divided by whom? Which number is the divisor? This is the key to solve this application problem. Ask the students to answer by divisor. For example, "How much is 150 more than 130?" Or "what percentage?" Divided by130 (150-130) ÷130, such as "How much is 200 less than 250?" Or "how much less?" Divided by 250 (250-200)÷250. In this way, you can remember well, remember accurately, learn quickly and learn well. This is the key to solving the problem. Through guidance, students can understand and master the internal problems. When organizing students to cooperate and exchange, we must pay full attention to independent thinking. First of all, inspiring students to think independently is decisive for giving full play to each student's enthusiasm and improving the efficiency of cooperation and communication. After independent thinking, students have their own opinions on understanding and solving problems, and have something to say in communication, which is helpful to discuss problems in depth and improve discussion efficiency. At the same time, it also avoids the group cognitive deviation caused by herd mentality and the misleading speech of individual students. Therefore, we should arrange independent thinking before each cooperation and exchange.

Third, the guidance in the process of inquiry

The process of investigation should be exploratory and open. In the process of inquiry, teachers should create inquiry teaching situations, design open questions, and let students learn to "try to observe, guess and verify".

At the beginning of the class, review the characteristics of numbers divisible by 2 and 5, and let the students guess the characteristics of numbers divisible by 3. In the teaching of this class, students are organized to explore through experiments, which reflects the exploratory and open nature of the exploration process.

In teaching, four people are required to cooperate in the following experiments:

The first step is to put some numbers in the number sequence table with small round beads (display the number table).

Step 2, record the number of beads and the number released.

The third step is to judge whether it can be divisible by 3 and record it.

Then, the students' experimental results are fed back to the record sheet (exhibition record sheet) through open-ended questions: "What did you find?" Organize students to explore. Students have more time and space to think and choose independently.

Second, the inquiry process should highlight the autonomy of students' learning. In classroom teaching, students are encouraged to think independently, so that students can explore knowledge and discover laws independently in the process of cooperation and exchange.

In the course of the above experiment, cooperative learning strategy was adopted to make different students think from different angles, so various experimental results appeared in the operation, which provided comprehensive research materials for exploration. Through communication, give full play to students' autonomy and give every student a chance to speak, so as to learn from each other's strong points and help reveal the law.

Fourth, guidance in the process of thinking.

In teaching, let students think, analyze and understand the meaning of the problem and master the relationship between quantity and quantity. For example, when teaching "simple application problems", let students find out the relationship between the names of various quantities, and students think for themselves how to get the relationship between the three quantities. Know: the solution of time, speed and distance, speed × time = distance, distance/time = speed, distance/speed = time. Get some theoretical knowledge, what are the conditions, what are the conditions, how to list the unknown equations, and master a lot of knowledge of compound application problems from single application problems, which will solve other similar problems. This can solve many problems in real life, and students' brain thinking ability can be brought into play and expanded.