初中数学教学中的研究性学习就是对课改精神的具体落实与体现,研究性学习一般可分为四个阶段:创设情境、展示讨论题、师生共同研究、总结反思。教师“知识的传授者”的角色已经不适应研究性学习。教师要认真研究教材和学生实际,合理安排研究性学习提纲。研究性学习的调控、把关、定向工作要做好。在具体实践中,教师的联合越来越显得重要。 The research learning in junior middle school mathematics teaching is the concrete implementation and embodiment of the spirit of curriculum reform. Research learning can generally be divided into four stages: creating situation, presenting discussion topics, researching together by teachers and students, summing up reflections. The role of teacher “knowledge imparter” is no longer adapted to research learning. Teachers should carefully study teaching materials and student realities and reasonably arrange research-based learning outlines. The research, control and orientation of research learning should be done well. In concrete practice, the union of teachers is increasingly important.