1. Students study independently before class. Teachers can print the outline and distribute it to students, or they can publish exercises before class. Exercises can be arranged in layers: poor students and medium students are arranged to do group A homework, and excellent students do group A and group B selected exercises. The simple questions in the book should be answered directly by the students, and the exercises that need to be written should be written in the exercise book. If you can't, copy it in the exercise book and leave the corresponding writing position until the teacher explains or understands it.
2. Encourage students to ask questions in their notebooks before class. For good questions, the group leader can write down the original questions in the notebook of the representative of the mathematics discipline, and add the semester average score appropriately.
Second, classroom autonomous learning
1. Create teaching situations, mobilize students' active participation and stimulate their interest in learning.
First of all, we should establish a good relationship between teachers and students, attach importance to students' emotional input, love and understand students, try our best to create opportunities for students' success in teaching activities, help students when they have difficulties in learning, praise students when they succeed, treat students' individual differences correctly, and let students at different levels have the opportunity to express their opinions, and stimulate students' curiosity in evaluation. There are two main ways: one is to create a classroom atmosphere. Teachers create classroom atmosphere, stimulate students to question because of confusion, stimulate students to have suspense, enter the psychological state of wanting to stop, enter the "angry" state of discoverers, or melt some interests into problems, and stimulate students' desire and interest in finding problems. The second is to create a problem situation, by designing a simulated discovery process of a problem or by analogy and association, let students be in the situation of finding problems and enter the role of discoverer, thus stimulating students' doubts and doubts.
In classroom teaching, in order to organize students to actively participate in teaching activities, it is necessary to create various problem situations, set up various enlightening external stimuli, and stimulate students' enthusiasm for learning and active participation consciousness; At the same time, it is necessary to create a teaching situation that is conducive to promoting students' thinking development and helping students to generate imagination, so that students can naturally have a strong thirst for knowledge, change passive learning into active learning, and change from "asking me to learn" to "I want to learn". With students' interest and thirst for knowledge, learning activities are not a burden for him, but an experience and enjoyment. The more students learn, the more they want to learn, and the more they learn, the more they love to learn.
2. Promptly inspire and induce students to solve problems in exploration and cultivate students' innovative consciousness.
When students encounter some difficulties and puzzles in independent inquiry, teachers, either as students' helpers or as members of students' study groups, give them some opinions and suggestions to help them constantly improve their inquiry strategies. Because in the process of students using mathematical knowledge to solve problems, there must be obstacles between their existing knowledge and experience and the goals they have achieved, and even students will be at a loss. At this time, teachers must seize the opportunity to find the starting point of inspiration and induction, and pay attention to both teachers' teaching methods and students' learning methods.
Students' autonomous learning should pay special attention to the importance of problems in their learning activities: on the one hand, they should pay attention to learning through problems and regard problems as the driving force, starting point and main line throughout the whole learning process; On the other hand, problems are generated through learning, and the learning process is regarded as the process of finding, asking, analyzing and solving problems. Here, special emphasis is placed on the formation and cultivation of problem consciousness.
In classroom teaching, teachers should create the best learning situation according to the characteristics of the content, use the latest teaching methods, create a good learning and thinking atmosphere, and let students enter the state of autonomous learning. In teaching, teachers should encourage students to express their unique opinions, stimulate students to find doubts and problems, and cultivate students' good qualities of positive thinking and independent inquiry.
3. Respect the differences and personalities of students and create space for the development of each student.
Students have their own unique inner world, spiritual world and inner feelings, and have different ways of observing, thinking and solving problems from others. In other words, students have a unique personality, and each student's learning method is personalized, which is effective for one student but not necessarily for others. In the teaching process, we should respect each student's unique personality and specific life, and create space for each student's personalized development. Unique also means different. There are individual differences in students' learning objectively. Different students have different cognitive basis, emotional preparation and learning ability tendency when learning the same content, which determines that different students need different time and help to learn the same content and tasks. This requires teachers to give targeted guidance according to students' differences and maximize students' learning ability.
Third, extracurricular autonomous learning.
Self-study after class, teachers can encourage qualified students to look up mathematical materials and historical materials online to broaden their horizons. On holidays, students with learning difficulties or middle school students are encouraged to go to the eugenics home for cooperative learning and complementary learning, and answer difficult questions in time. Encourage students to write their own questions. A math garden can be built on the blackboard in the classroom. Every day, the group leader takes turns to update an exercise. Exercises can come from textbooks, but they cannot be repeated. At the end of each unit, each student is required to give a test paper after class. Teachers can choose excellent test papers and treat them as unit test papers appropriately.