随着“后新课改”时代的到来,数学教学着力改变机械训练、死记硬背的现状,着力打破单纯以传递知识为主的课堂教学,引导学生大胆尝试、动手操作,积极参与探究活动,使数学课堂焕发生机与活力。但部分教师对探究式教学的认识存在偏差,理论与实践严重脱节,重结果轻过程,重双基轻过程方法、情感态度,不利于学生的长远发展。笔者结合自身教学实践,就小学高年级探究教学谈一些粗浅的看法。一、预于问题的预设 With the advent of “post-new curriculum reform”, mathematics teaching has made great efforts to change the status quo of mechanical training and rote learning, and strive to break the classroom teaching which is mainly based on the transfer of knowledge, and guide students to make bold attempts and hands-on activities to actively participate in inquiry Activities, make mathematics classroom full of vigor and vitality. However, some teachers’ understanding of inquiry teaching is biased, the theory and practice seriously disjointed, the light result of the process of re-evaluation, the method of double radical and the light process and the attitude of emotion are not conducive to the long-term development of students. The author combined his own teaching practice, to talk about some of the superficial views of senior high school inquiry teaching. First, pre-set the problem