数学学习的过程,是学生获取知识的研究过程、实践过程、探索过程。因此,教师在数学教学中,要设计探究活动,让学生在探究中学习数学、掌握数学、应用数学。下面,就以“四边形的认识”为例,谈谈数学探究活动的设计。运用学生已有的生活经验,引导学生进行数学探究活动。学生在生活中,接触过各种各样的四边形,只是没有系统地总结、归纳和梳理过究竟什么是四边形,在教学中,如果教师把要学习的内容与学生的生活实际结合起来,必定会引发学生的回忆和联想,这将对新知识的学习起到事半功倍的作用。在教学 The process of mathematics learning is the process of students’ acquisition of knowledge, the process of practice and the process of exploration. Therefore, in mathematics teaching, teachers should design inquiry activities to enable students to study math, master math and apply math in inquiry. In the following, we will take “quadrilateral cognition” as an example to talk about the design of mathematical inquiry activities. Use students’ existing life experiences to guide students in math inquiry activities. Students in life, have been exposed to a variety of quadrilaterals, but did not systematically summarize, summarize and sort out what is a quadrilateral, in teaching, if the teacher to learn the content and the actual life of students must be Trigger student memories and associations, which will play a more effective role in learning new knowledge. In teaching