High School Mathematics Inquiry Teaching Practice Research

New curriculum standards have been proposed, which break the dominant position of ’reception learning’, and’inquiry’ learning has got the opportunity to expand vigorously. In the actual teaching process, the high school mathematics inquiry teaching still exist the following problems:one, a part of teachers always let their students’inquire’almost every contents. Secondly, when we take the inquiry teaching method, the classroom capacity is hard to control, for most research processes need a lot of time. Sometimes we did not complete the task of teaching. Thirdly, questions for students to inquire should be taken into account the actual level of students, sometimes they are not attractive. Fourthly, the teacher’s leading role are ignored. Inquiry learning emphasizes the role of the students, while teachers are organizer of inquiry activities, they should give suggestions timely and help students improve themselves.To solve the above problems and make the teaching be more effective, we must have the corresponding measures. In this paper, the author analyzes the theory of "inquiry" learning briefly, and six points have been stated. First, select the appropriate research content. Not any of the content is suitable for exploring ways to inquire. Second, according to the’zone of proximal development’ theory, select inquiry contents that can let students be involved in the current level. Third, tasks before the class can help students have a preliminary understanding, make students clear learning objectives, learning new education motivation, in favor of inquiry. Fourth, pay attention to the control and evaluation of teachers. Fifth, create the’problem situations’. Teachers should try their best to arouse the curiosity of the students by using realistic, interesting mathematics situations which can build up their confidence and stimulate students’ interest in learning mathematics. Sixth, help the students know the way of inquiry learning. During this process, not only to make students learn the knowledge, but also to help the students learn how to inquire.At last, comparison experiments have been done on the basis of the above measures. The specific characteristics of each measure are showed by the examples, including the exercise courses and refresher courses. In this paper, literature research method, case studies, and experimental research method are used.