The protagonists in junior high school mathematics teaching process are teachers and students. On the one hand, it is the process of teachers "teaching"; On the other hand, it is the process of students' "learning", and when they meet, they form the concrete process of "teaching". At the same time, because of the close relationship between "teaching" and "learning", they are usually presented as a whole. As long as we delve into the essence of "teaching", we will find that "teaching" is actually a balanced process between teachers' "teaching methods" and students' "learning methods". If teachers "teach" properly and students "learn" improperly, then "teaching" will not succeed. If teachers "teach" improperly and students "learn" properly, then "teaching" will not succeed. That is to say, in the specific teaching of junior high school mathematics, teachers should not only teach students knowledge, but also teach students how to master knowledge, so that students can master specific learning methods and know how to learn. Therefore, teachers should study both "learning methods" and "teaching methods" so that their development can be consistent, thus guiding the selection and reform of teaching methods. Only in this way can junior high school mathematics be dominated by "teaching methods" and dominated by "learning methods", and finally act on the whole teaching process after a series of balances.

For example, in junior high school mathematics teaching, students often need to learn concepts such as definitions, theorems and properties. At this time, teachers should not only impart this knowledge to students, but also teach students specific learning methods so that students can understand, learn and learn this knowledge well. For example, in the study of "definition" knowledge, students are generally required to remember it and give a complete description, and then teachers will cite some examples to let students use the relevant knowledge in the definition to conduct in-depth scrutiny, so that students can fully grasp the conceptual attributes of the definition; For example, when learning the knowledge of "Theorem", students should clearly distinguish between conditions and conclusions, know and master how to use theorems, and then deduce the proving process of theorems according to the guidance of teaching materials, so as to clarify the use ideas of subsequent theorems in the process of solving problems, and further link other related theorems to form a clear mathematical knowledge system; For example, when learning the knowledge of "nature", students should grasp the basic performance and internal characteristics of mathematics in essence, then introduce it into the specific problem-solving process, further strengthen their understanding of nature through application, and finally firmly grasp the related concepts of nature.

Because of this, in the process of junior high school mathematics teaching, with the continuous enhancement of students' learning ability, the continuous deepening of learning level and the continuous development of learning content, the teaching methods adopted by teachers will also change accordingly, and the students' learning methods must also change accordingly, so as to better maintain the balance between the two and make the teaching effect as close as possible to the best.

Second, the balance between learning methods and non-intellectual factors.

According to relevant research, in the process of junior high school mathematics learning, students' specific learning will be influenced by both intellectual factors and non-intellectual factors, while non-intellectual factors are controllable to a certain extent, and the influence on students is more obvious. Specifically, under the influence of students' learning methods, non-intelligence factors and intelligence factors, the trend of learning psychological state will also be affected accordingly, thus having a corresponding impact on learning effect. In order to make this influence play a more active role in promoting learning, students should identify two controllable factors, namely learning methods and non-intelligence factors, and strive to keep them in a relatively balanced state, so as to make a reasonable supplement to intelligence factors. In other words, learning method is an important guide for students to carry out learning activities, a key factor for students to learn effectively, and a guarantee for students to play the role of non-intellectual factors. Therefore, in junior high school mathematics teaching, teachers should fully consider non-intelligence factors when guiding students' learning methods, so as to keep the corresponding balance between learning methods and non-intelligence factors.

Junior high school math teachers should not only make necessary adaptation to teaching methods, but also pour enthusiasm into students before giving them guidance on learning methods, so as to arouse their learning desire and make them study with passion, so as to truly "make a teacher a master and believe in his way" and make them active enough in learning. At the same time, teachers should learn to appreciate students and tap their bright spots in the process of teaching methods. However, whenever students have some advantages or achievements, they should be fully affirmed and praised, so that students can feel the joy of success in their study, and their study can be actively and effectively promoted. Under the guidance of learning methods, students can gradually change from "wanting to learn" to "taking the initiative to learn", and finally gradually give the effect of learning methods. In this way, students will gradually form innovative consciousness and cultivate innovative ability under the guidance of learning rules, so as to get better growth and development.

Third, the balance between learning methods and students' mathematical ability.

With the continuous progress of junior high school mathematics teaching, the influence of students' learning ability on the efficiency of the whole learning activity begins to appear, which is the key factor for the successful completion of learning tasks and plays a certain role in influencing and restricting students' learning methods. Therefore, in the process of junior high school mathematics teaching, teachers must try their best to find the balance between learning methods and students' mathematical ability, and start with cultivating students' ability to effectively teach learning methods, so that students can effectively master the basic skills of learning activities.

If students' learning ability is very strong, and there is no matching learning method, then the realization process of learning goals will certainly not be smooth sailing, and many detours will inevitably be taken; Similarly, if students only pay attention to the mastery of learning methods and do not cultivate their corresponding learning ability, then even if all excellent learning methods are exhausted, they will not be able to reach the other side of success. In other words, in junior high school mathematics teaching, only by training the learning methods and students' mathematical ability synchronously and making them interact effectively can students master the basis of learning and further improve their comprehensive ability effectively.

In short, junior high school math teachers should first effectively determine the "teaching method" they want to adopt, and then determine the specific "learning method" to teach students. At the same time, in the process of "learning method" teaching, we should comprehensively consider non-intellectual factors and students' mathematical ability, so that "learning method" can be better balanced, and then teachers can provide students with "learning method" guidance that is more in line with their learning needs.