“数学探究”课堂,不只是属于数学思维能力优秀的学生,每位学生都可以针对数学内容尝试探究,进行自己的思考,获得真知。笔者在海淀区准备讲授一节研究课,内容是线性规划(第一课时)。在接受任务后经过仔细研究和讨论,最终决定采用实验一归纳一猜想一证明的方式进行探究式学习,教学过程整理如下。1用数学实验探究不等式表示的区域 “Mathematical Inquiry ” classroom, not only belongs to the mathematical thinking ability of outstanding students, each student can try to explore the mathematical content, make their own thinking, to obtain true knowledge. The author prepares to teach a research class in Haidian District, the content is linear programming (first class time). After receiving the task after careful study and discussion, the final decision to use an experiment to sum up a guess a way to prove the inquiry-based learning, teaching process is organized as follows. 1 Use mathematical experiments to explore the regions represented by inequalities