Therefore, in mathematics teaching, we should carry out mathematics activities well, carefully design teaching activities, guide students to explore independently in mathematics activities, and promote students' all-round development. First, create a pleasant teaching scene to stimulate students' inquiry motivation. People's psychology occurs and develops in the interaction with the surrounding environment. Teachers are the direct creators of teaching situations. Good teaching situation can make students enter the learning state as soon as possible; A good learning state can improve students' learning quality and develop their quality. Teachers should bring care, passion, smile, trust and tolerance into the classroom, create happy teaching scenes related to learning with the introduction of music and passion and modern educational means, and stimulate students' exploration motivation. 1, create a life situation. Standard experimental teaching material of mathematics curriculum. In teaching, teachers should look for mathematical materials from life and let students discover mathematics in life. For example, when teaching table multiplication, students can be organized to watch activities such as ferris wheel, train and torrent in amusement parks, and at the same time, they can find mathematical problems from their lives. It's too much trouble to know how many people participate in each activity, so as to guide students to explore new solutions and generate psychological needs to solve problems with simple methods. 2. Create problem situations. "Doubt is the beginning of thinking and the end of learning." Without problems, there would be no human creation. "Teachers should not only be good at creating problem situations by themselves, but also be good at creating problem situations by using curriculum resources generated in teaching, so as to stimulate students to discover mathematical problems and form problem consciousness with the generation and development of knowledge. For example, in the teaching of "classification of triangles", the teacher asked the students to find and ask: "How many triangles are there? What is the name of each triangle and why? "How to classify triangles, and so on. , thus stimulating students' strong desire to explore actively. 3. Create interesting situations. Fun is a child's nature. To let children enjoy the happiness of childhood, teachers are required to adapt their teaching to children's characteristics and follow the natural order of children's internal development. For example, when teaching the "Preliminary Understanding of Division", the teacher showed the picture of four small animals playing group games in the courseware, and at the same time inspired the students to find the question: "What games are the small animals playing? Do you want to play this game? " Then introduce a new knowledge activity to explore: that is, six people play group games and the rest students judge. Students experience the concepts of "average score" and "equal score" in interesting games. Second, select content, provide materials, create exploration conditions 1, and select learning content for activity exploration. The generalized knowledge view of modern cognitive psychology divides knowledge into declarative knowledge and procedural knowledge. Declarative knowledge is knowledge about "why" and "how to do it", which mainly involves the understanding and application of concepts, rules and principles, the formation of problem-solving skills, methods and strategies, and emotional experience. This kind of knowledge has strong particularity, individuality and activity. Learners can only own and internalize through their own specific activities such as operation, observation, inquiry and experience. From the inherent characteristics of knowledge, procedural knowledge is suitable for guiding students to explore independently in mathematical activities. 2. Provide structured learning tools. Learning tools are tools to guide and form students' independent exploration, discovery and development in mathematics activities, and are the media for students to carry out exploration activities. The learning tools provided by teachers should have the same structure or certain characteristics as new knowledge; Have the ability to repeat or reproduce knowledge; Try to include inquiries in various ways. Be able to think at different levels. For example, in the teaching of "cuboid surface area", we have prepared rectangular pieces of paper, transparent films with area units (small squares with area units of 1 cm 2), rulers, triangles and so on for students. Create conditions for students to explore independently in mathematics activities. Third, create "challenging" questions to cultivate students' creative potential. Research shows that every student has the potential to analyze, solve and create problems. The key is to design good materials in the teaching content-practical problems that have practical significance for students and are linked with real life, so as to promote students' development. For example, in the teaching of "rectangular area", the first problem to be solved in design is the problem in life at the beginning of this class. Calculation of rectangular flower bed area in school. The teacher only typed the geometric figures of rectangular flower beds on the screen and asked the students to calculate. When students begin to calculate, they find that the calculation is conditional-length and width. The design of this obstacle strengthens students' experience of the elements of the rectangular area formula, making them feel the integrity of mathematical knowledge and the general idea of using mathematical thinking to solve practical problems, that is, to solve problems, we must find related conditions. The second is to calculate the computer screen used in the classroom, including the change of unit name. Third, ask the students to calculate the area of the rectangle in front of them. For example, one or several areas in textbooks, exercise books and pencil boxes; There are also countertops, stool surfaces and so on. Fourth, let the students design a stamp on a rectangular piece of paper with a square centimeter of 12 to see how many design methods there are. Which design is beautiful, generous and decent. These "challenging" questions, located in students' "nearest development zone", can guide students' innate creative potential, make them learn to choose useful information when solving problems, and find the connection between problems from different angles. Improve students' ability to analyze and solve problems and enrich problem-solving strategies. Make students experience "mathematics is everywhere in life" and the extensive application of mathematics knowledge in life, and then get a good emotional experience of successful learning, so that students can form the motivation of active learning, active development and all-round development in the independent exploration of mathematics activities. In short, in mathematics teaching activities, students' independent exploration ability can be cultivated and their innovative spirit can be greatly improved as long as they are scientifically guided, constantly innovate classroom teaching, highlight students' dominant position, guide students to actively participate in learning and exploration activities, and let students experience and appreciate the process of knowledge acquisition. Through the above teaching, the students in our class have achieved excellent results in previous mathematics final exams and competitions, and many students have won the title of "king of mathematics", which has been recognized by the school leaders.