We must attach importance to students' innovative consciousness and practical ability. In the teaching process, teachers should give students the opportunity to explore actively, and change "receptive learning" into "creative learning", so that students can learn new knowledge in the process of observation, operation, discussion, communication, speculation, induction, analysis and arrangement, fully take students as the main body, gradually cultivate students' innovative consciousness and form their initial ability to explore and solve problems.

In our classroom teaching, students are often habitually told how to do such problems. This is pure knowledge transfer, and students just learn to imitate and passively accept knowledge. In this process, we often don't pay attention to inspiring students' thinking, ignoring the demonstration of problem-solving method discovery process and the teaching of exploring problem-solving methods, so that students can't start when solving problems independently because they don't understand thinking methods, making them the recipients of negative conclusions. This kind of receptive learning seems to be very smooth in the teaching process, but because students are not given the opportunity to "explore independently", it is impossible for students to reach a profound understanding of mathematics knowledge and to really master the method of solving problems.

Therefore, the classroom teaching we are pursuing is to guide the whole teaching process with problem situations. Under the situation created by teachers, students will have a psychological orientation of learning new knowledge through observation and analysis, find problems by themselves, ask questions by themselves, and then screen, study and solve problems through teacher-student cooperation, thus cultivating students' problem awareness and learning ability.

1. Giving full play to the positive role of emotion and inducing students' learning motivation is the premise of autonomous inquiry learning.

Rogers, a humanistic psychologist, believes that human beings have a natural learning tendency or inherent learning potential, and the learning process should be a pleasant one for students. In teaching, compulsory requirements should not be used as a means to promote students' learning. In this sense, teachers should create a relaxed, harmonious and equal classroom atmosphere in the teaching process, induce and stimulate each student's intrinsic learning motivation, produce subconscious activities and taste the happiness of autonomous learning.

Classroom teaching is a bilateral activity between teachers and students. The teaching process is not only a process of imparting knowledge, but also a process of emotional communication between teachers and students. In mathematics teaching, we can explore the positive factors of emotion from the following four aspects, so as to promote students' pursuit, desire and satisfaction for mathematics knowledge and mathematics activities themselves.

1. Personal experience, resulting in learning needs.

Students' clear learning purpose and correct learning attitude are the premise of students' independent inquiry learning. Teachers should take every opportunity to educate students on the importance and necessity of learning mathematics, so that students can clearly understand the social significance of learning mathematics, see the practical value of mathematics and induce their learning motivation. In the teaching process, teachers should clearly put forward and explain the significance and importance of the subject content, and also understand what practical problems can be solved by the knowledge they have learned through life examples, so that they can feel that there is mathematics everywhere in their lives, experience the importance of mathematics learning, and stimulate and cultivate correct learning motivation. For example, when I was studying Understanding Graphics, I prepared a large number of physical objects for students (including table tennis, balls, "Dabao" boxes, coconut juice boxes, toothpaste boxes, medicine boxes, cosmetics boxes, etc. ), let students have some perceptual knowledge of length, cube, ball and cylinder through touching, playing and grading activities, so as to make their own preliminary summary. In this way, students can experience the connection between mathematical knowledge and real life through their own personal practice, gradually clarify the meaning of learning, have fun in exploring mathematical knowledge, and thus improve their enthusiasm for learning.

2. Communicate emotions and establish a democratic atmosphere.

Good teacher-student relationship and harmonious classroom teaching atmosphere are the prerequisites for students' independent participation. Students will be happy to learn only if they don't feel pressure and love the teachers they teach. For example, when teaching "height and short", I introduced it like this: first, please invite a student of medium height in the class to the front and ask if everyone is tall or short. Some people say tall, others say short. I walked up to him without saying anything. "He is short and his teacher is tall." The students said in unison. I invited the shortest student in the class to stand next to us. "Later, the classmates were the shortest and the teachers were the tallest." The students said loudly. I smiled: "Really?" I put the shortest student on the chair. "Who is the tallest now?" I asked with a smile. "Still the tallest teacher." "No, the classmate standing in the chair is tall." The students began to disagree. "Well, today we will study the problem of height and height together." Write on the blackboard. It is in this relaxed and pleasant classroom atmosphere that students actively participate in learning. It is not difficult to establish a democratic and harmonious atmosphere. Teachers should first put down their airs, communicate with students more, make friends with students, and care about them in life and study, thus stimulating their love for teachers and mathematics. Secondly, teaching should be equal, teaching should be oriented to all, and some people should not be partial, but students with learning difficulties should be indifferent. In this way, students can participate in learning with a positive attitude.

3. Positive evaluation to promote continuous progress.

Students' learning attitude, mood and emotion are closely related to teachers' evaluation of students. In mathematics teaching, we often see many students actively thinking about problems and trying to speak. When one of their ideas or calculation methods is affirmed by the teacher, it can be seen from the students' eyes and expressions that they are greatly satisfied and will repeatedly study and discuss when they encounter difficulties in their studies. It can be seen that the correct evaluation of teachers is also an important factor to promote students' active learning. Teachers should be good at discovering students' bright spots with magnifying glasses, with emphasis on praise and encouragement. They should not easily deny every question and every student's evaluation, and should not say "wrong" casually, otherwise it will dampen students' enthusiasm for learning. In teaching, teachers should also recognize the individual differences of students' mathematics learning and actively encourage and affirm every progress of each student. For example, there is a girl in our class who is introverted and doesn't like to communicate with her classmates at ordinary times. Sometimes she will answer the teacher's questions, but she is afraid to answer them. Once, I asked a very simple question. I looked at her expectantly, and she looked at me in the same way. "Zhou Siyao, please answer." Before she could stand still, a classmate said, "Teacher, she can't." Zhou Siyao immediately sat down and bowed his head. "No, she can definitely answer, right, Zhou Siyao?" I looked at her with encouraging eyes. She finally stood up slowly and answered the question correctly. "How nice! Your answer is accurate. Please applaud for her! " Applause rang out in the classroom. Zhou Siyao looked at me with grateful eyes, and I smiled back. From then on, she sometimes dared to raise her hand to speak for herself. In fact, some poor students often have no confidence and motivation in learning, and teachers should not accuse them too much of not working hard and not studying hard. They should not only be reasonable, but also pay attention to discovering their slight progress and encouraging them, for example, telling them, "As long as you persist in your efforts, you will definitely learn well." Only by making a correct and scientific evaluation can we inspire students, give them strength and let them move forward bravely.

4. Experience and explore to encourage students to succeed.

It is a great power to get a happy emotional experience after successful study, which can make students have a strong desire to learn mathematics well. In order to make students succeed, teachers must design steps to explore mathematics knowledge, including classroom questioning and hands-on operation steps, so that students with different intelligence levels can climb stairs. For example, when teaching classification, we designed such a hands-on activity to let students classify some pictures by hand. When classifying, students can easily classify by "type", "color" and "picture shape". Students who think faster will soon be graded according to three criteria, while those who think slower have not finished, so I ask students who think faster to think about whether there are other classification methods. Students are very active in thinking and come up with many other classification methods. As long as it is reasonable, I will fully affirm it. This not only cultivates the flexibility of good students' thinking, but also gives some slow-thinking students some time to think independently. Make students gain happy emotional experience after their own efforts to explore and master mathematics knowledge, so as to obtain psychological compensation and satisfaction and encourage them to achieve greater success. When students encounter difficulties or problems in the process of independent exploration and learning, they should help and guide students in time and effectively, so that all students can gain a sense of accomplishment in mathematics learning, establish self-confidence and enhance their courage and perseverance in overcoming difficulties. Underachievers, in particular, tend to give up on themselves and feel discouraged and inferior. Teachers should give them timely guidance and guidance, such as asking them to answer some simple questions, repeating what they just said, giving an example and so on. , and let them half-heartedly to success.

Second, creating various situations to stimulate the desire for knowledge is the basis of independent inquiry learning.

Psychological research shows that appropriate situations can stimulate students' learning enthusiasm and encourage them to take the initiative to participate. Students in the lower grades of primary school mainly think in concrete images, and they are more likely to be attracted by concrete and novel situations. In teaching, teachers can create situations such as problems and life situations ... and introduce students into situations, so that students can realize the existence of problems and use their brains to find solutions to them.

1. Create problem situations.

Learning begins with thinking, thinking begins with doubt, and curiosity begins with problem situations. Students' demand for new knowledge is the basic condition for creating problem situations. This requires teachers to be good at creating a "question" atmosphere according to students' cognitive and psychological characteristics in the teaching process, cultivate students' interest in asking questions, ignite their thinking sparks with interest, make them curious, trigger demand from curiosity, think positively because of demand, and urge students to constantly find problems, ask questions consciously in their studies and take the initiative in middle schools. For example, when teaching Understanding of 10, I created a situation for students: Swan held a "bowling contest" and invited eight small animals to participate. Let the students guess how many bowling balls these animals can play at a time. How many did you miss? Ask the students to discuss and summarize the composition of 10 through the report. Let the students think about what might happen if you were allowed to take part in the competition. Finally, line up and give prizes to small animals according to their grades (find rules). In the process of active exploration, students not only learned the basic knowledge in application, but also improved their ability to solve problems.

2. Create life situations.

Mathematics is an abstraction of quantitative relations and space in the objective world. Therefore, on the one hand, we should try our best to make abstract mathematical concepts find prototypes in life; On the other hand, it is necessary to create conditions to enable students to use their mathematical knowledge to explain some related mathematical phenomena in daily life and initially solve some related mathematical problems. For example, when learning addition and subtraction, in order to let students further understand the significance of addition and subtraction, I ask students to think about what things you encounter in life can be calculated by addition and subtraction. After class, I asked the students to draw their ideas on paper and let the whole class communicate the next day. The students were in high spirits and took the initiative to report the next day. Some students drew lots. Mom bought two peaches first, some bought three peaches, and one * * * had five peaches. Some students drew lots, and there were 4 cars in the parking lot. 1 car had already left, and there were 3 cars left. Some students even drew their own imaginary dinosaur world and comic situations, and asked other students to look at the pictures and say that the pictures and meanings are juxtaposed. In the process of active participation, students find the prototype of abstract mathematical concepts in life, and then further understand the significance of addition and subtraction.

3. Create an environment for communication.

Teachers should be good at making use of students' learning achievements, that is to say, the theme of the class should come from students as far as possible. For example, when talking about "nine plus a few", I designed such a situation "helping rabbits pick mushrooms". Tell the students that the rabbit picked nine mushrooms. Bonnie wants you to help him pick more, but you can't pick more mushrooms than Bonnie does. Talk to your deskmate. How many are you going to pick for Bonnie? How many did you and Bunny pick? After discussion, the problem of 9 plus several was summed up in the process of students picking mushrooms for rabbits. In this way, the teaching theme is not from the source and teaching materials, but from the students, which will make the students feel more cordial and achieve the teaching purpose; On the other hand, it refers to using the mistakes made by students in solving problems in class to serve the teaching objectives of this class. For example, when talking about understanding graphics, students know that there are two opposite faces that are round and the smooth face is a cylinder. In order to deepen students' understanding of cylinders, I created such a situation and asked students whether the smooth face is a cylinder as long as there are two opposite faces that are round. The student's answer is yes. I took out a truncated cone for students to observe, and asked the students that this object also conforms to the fact that two opposite faces are round and the side faces are smooth. Is it a cylinder? The students said in unison that it was a cylinder. Take out the cylinder and the frustum and let the students compare and discuss. After discussion, the students found that the two circular surfaces of the cylinder are the same size, while the two circular surfaces of the frustum are different in size. In this way, students can understand the cylinder in the analysis of different learning tools and have a deeper experience.

Third, adopt flexible and diverse forms to enhance students' interest in learning and promote students' independent inquiry learning.

1. Take the form of activities.

Junior students are young, have poor self-control, and are obviously dominated by psychological factors when studying. Only by following the rules of students' psychological activities and combining the subject characteristics with age and psychological characteristics can students be willing to learn and take the initiative to learn. If teachers use the traditional "teacher speaks, students listen;" Teachers ask, students answer, students practice, students will feel very boring, the more they learn, the less they like to learn. Therefore, in classroom teaching, we should strive to be novel in form, entertaining and entertaining, reduce mechanized procedures, enhance students' interest in learning and urge them to take the initiative to explore. For example, when teaching classification, a series of activities were created. First of all, by "helping children find things in messy rooms", classification is introduced; Then, in the activities of "helping small animals living in water find their homes" and "where should a given vehicle go", students can understand the identity of the classification results under the same standards; In the classification of "fruits and vegetables", let students feel the diversity of classification results under different standards; In hands-on operation, students can further understand the diversity of classification results under different standards; Finally, let students feel that classification is around them in the game, thus expanding to let students find classified things in their lives. Through this series of activities, a space for students to explore independently is created, so that students can actively participate in learning.

2. Take the form of making knowledge interesting.

Teachers should be good at concretizing abstract concepts, visualizing profound truths and making boring things interesting, such as colorful teaching AIDS; Novel riddles and stories; Interesting teaching games; Doubts at key points, appropriate suspense; Audio-visual teaching and so on. Turn static into dynamic, make students feel novel, novel, fresh and attractive as much as possible, and provide material content and motivation for students to change from "I want to learn" to "I want to learn". For example, I designed a riddle for teaching "Understanding of Time and Minutes": "A three-generation round-the-city race, and the rules of the race are really strange. Although the speed is different, no one is faster than anyone. " Let the students guess what this is. The students are very interested in guessing riddles. Through this introduction, students' attention can be attracted to their studies.

3. Take the form of integrating knowledge into life.

Teaching content is closely related to students' real life, and it can also focus students' attention on the problems to be solved. For example, in the practice class of teaching "10 plus several, more than ten plus several and the corresponding subtraction", I designed a familiar life situation to let students consolidate the significance of algorithm and addition and subtraction. First, KFC coupons appear on the physical projection, so that students can have a look at the preferential prices of each food, and then let students imitate the purchase. First, ask students to calculate the cost of buying two kinds of food. The second is to buy a kind of food for students 19 yuan, and you should be able to get back a few yuan. Ask the students to discuss and report the first question. Ask students to discuss rationality. Create a situation with students' familiar life reality, so that students can realize that mathematics is around, feel the interest and function of mathematics, and have a sense of intimacy with mathematics, thus stimulating learning enthusiasm and independent inquiry learning.

4. Take the form of competition.

Appropriate competition is an effective means to stimulate students' enthusiasm for learning. Pupils can often study harder under competition conditions than under normal conditions. In the competition, because primary school students have a strong competitive spirit, they always want to win the first place and get praise from teachers. Using this psychology can greatly increase students' interest in learning and their perseverance in overcoming difficulties. In teaching, various competitions can be organized, such as "seeing who is faster and who is right", "seeing who has more solutions" and "being smarter than who", which can make students "show their talents". For example, in my daily oral arithmetic, I held a contest of "Top Students in Oral Arithmetic", praising students who worked hard and giving them small certificates. For another example, in the practice class of "Look at the pictures and ask questions", let the students tell the meaning of the pictures in a competition to see who says it best and most accurately. There are various forms of competition, which can be played by the whole class; Can be divided into male and female competitions; You can compete in groups; Students can also be grouped according to their abilities, so that each student's chances of winning at all levels will increase, the role of motivation will be greater, and the enthusiasm for participation will be higher.

In short, students are the subject of learning, not the container of knowledge. Teachers impart knowledge and skills, and only by giving full play to students' enthusiasm and guiding them to use their brains, words and hands can they become students' own wealth. Teachers should give students the initiative to learn, be good at stimulating and mobilizing students' enthusiasm for learning, give students time and space for autonomous learning, and give students the opportunity to think deeply and experience themselves. In teaching, we should try our best to fully mobilize students' active learning and change from "I want to learn" to "I want to learn" and "I love learning".