"Autonomous learning" classroom teaching mode, that is, by creating real and vivid situations, stimulate students' enthusiasm for autonomous learning; By guiding students to participate in classroom teaching activities, let them explore actively and independently; Inspire students to think and understand new knowledge independently by asking valuable questions; By guiding a variety of training, students are urged to standardize their own learning, so that the classroom can be "alive" and students can be vivid. Cultivating students' autonomous learning ability is an important topic facing our teachers at present. Combined with practical teaching, I talk about some methods to cultivate students' autonomous learning ability in teaching.

First, guide interest in learning and stimulate autonomous learning

Interest is people's positive cognitive tendency towards objective things, and it is a complex personality quality, which promotes people to explore new knowledge and develop new abilities.

To cultivate students' interest in learning, teachers should first understand which subjects students are interested in and which subjects they are not interested in. Usually, I often hear some parents sigh: "Our children have a headache when they learn math ..." So, what causes it? According to my observation of teaching practice for many years, whether students are interested in a certain subject depends largely on their academic performance. For example, some children like to learn math. They usually solve math problems effortlessly and get good grades. This is related to the constant praise of teachers and parents, and correspondingly consolidated his enthusiasm for learning this course.

To cultivate students' interest in learning, teachers should make full preparations before class, make each class vivid, make students understand and understand, and make students interested in the courses you teach. At the same time, we should also pay attention to consolidating students' interest in learning, praising students' learning progress in time, and constantly stimulating students' thirst for knowledge, thus encouraging students to study independently.

For example, in the teaching of "the circumference of a circle", when measuring the circumference of a circle, students can use a ruler to accurately measure the circumference of a plane figure they have touched before, but the same method cannot be used to measure a closed curve. Teachers can arrange teaching activities according to students' interests. Ask the students first: "When learning squares and rectangles, you can directly measure their perimeters with a ruler. The circumference of a circle is a closed curve. How can you measure its circumference? " Students can measure with a ruler and cloth. How many ways are there? Let's experiment. "In an instant, everyone participated in the classroom. You did the experiment, so did I. The atmosphere is very lively. Then everyone published their own experimental results. Some said, "I measured the circumference of these circles by rolling method", while others said, "I think the rolling method has its limitations. If I encounter a circle that can't be rolled, I think it's best to measure it with a rope. " The teacher first affirmed their way of thinking, and then made a tangible experiment: tie a button with one end of the string, hold the other end of the string with your hand, turn the string around, and draw a circle with the button in the air. " Like this circle, can you measure its circumference with rope and rolling? Can you find the general rule of finding the circle? "Then, the computer demonstrates the traces left by two circles with different sizes after the same circle rotates once." Who has anything to do with the circumference of the circle you see? What does it matter? "Let's experiment again until we come to the conclusion that the circumference of a circle is π times the diameter. In the whole teaching process, teachers attach importance to stimulating interest, guiding students to learn independently, enabling students to master knowledge well and promote the internalization of knowledge.

Second, create an atmosphere of exploration and encourage independent exploration.

In order to let students participate in inquiry learning independently and obtain different development, we must create a free, relaxed and open inquiry atmosphere to promote students to explore, discover and "re-create". Therefore, in classroom teaching, teachers should try their best to let students do it, such as: let students actively explore new knowledge; Textbooks let students learn by themselves; Difficulties and doubts discussed by students; Questions make students think; Let the students summarize the conclusion; The law lets students discover; Knowledge structure allows students to construct; Teachers should pay attention to building students' confidence when guiding students to explore, and believe that all students can learn mathematics well. Students should be encouraged to make bold guesses, question difficult questions and express different opinions; Let the students try the operation, do it first, decide the direction of exploration by themselves, induce association and capture inspiration. In the process of encouraging students to explore independently, teachers should fully develop teaching democracy, always appear as student organizers, and provide students with space for self-exploration, self-creation, self-expression and self-realization.

For example, in the teaching of "knowing the circle", the teacher asked the students to look for the round objects around them first, then draw a circle with the round objects and cut it out. The teacher took the circle and asked, "How much do you know about the circle?" Some students said, "I know where there are circles in life, such as wheels, bowls and clocks." Some people say, "The circle has a size." The teacher further guided: "What knowledge is there in the circle? Can you fold up the material in your hand, draw a picture, measure it and cut it? What can you find out from it? Through students' hands and brains, students can explore independently and explore new knowledge vividly, so that students have the time and space to explore knowledge freely, thus encouraging students to explore independently.

Third, tap the cognitive potential and promote independent exploration.

The cognitive structure of students includes not only the knowledge they have mastered, but also some experiences they have gained in life. In teaching, teachers should create certain problem situations according to the needs of cognitive content, fully tap students' existing experience, form the connection between old and new knowledge, make vague understanding clear, generalize specific objects, and become cognitive conditions for learning new knowledge, which is not only conducive to students' active participation in problem exploration, but also conducive to students' potential play.

For example, when teaching "Characteristics of Numbers Divisible by 3", I asked students to quote some numbers that are multiples of 3 with their existing knowledge, and then exchange the positions of some multi-digit numbers, such as: 327→372, 732→723, 273→237, so that students can check whether the transformed numbers are still multiples of 3. The student was surprised to find: "Strange, why are they all multiples of 3, the same as the original number?" "What's the connection between the new number and the original number? What is the mystery? " A stone stirs up a thousand waves, and the excitement of students shifts to the new knowledge background provided by the teacher. At this time, students' strong desire for knowledge has turned into a kind of "self-need" for knowledge, resulting in strong emotions of "anger" and "embarrassment". In this way, students take the initiative to explore deeply and sum up the characteristics of "divisible by 3" from the relationship. The knowledge structure summarized by students after thinking with their brains not only promotes the deepening of students' cognition, but also taps their cognitive potential, promotes the active development of students' thinking and promotes their independent exploration.

Fourth, strengthen the cultivation of will ability and guide students to explore independently.

Teachers often put forward strict requirements for students in their studies, which is the need of learning mathematics itself. Learning mathematics is inseparable from the participation of good personality, which requires students to study hard and have strong willpower to solve problems.

Modern mathematics classroom teaching is based on students' life experience and existing knowledge background, which provides students with a process of full independent exploration. So as to cultivate students' creative thinking, make them not only master mathematical knowledge and skills, but also participate in the formation process of knowledge, become the real masters of learning, and make them really study and explore independently.

For example, when talking about the triangle relationship, first let the students take out three sticks with the length of 10cm, 8cm and 7cm, and spread the triangle on the table, so that the students can spread the triangle easily. Then the teacher asked the students to take out three sticks with the length of 10cm, 4cm and 5cm, and spread out the triangle. As a result, students can't draw triangles. Then the teacher asked, "It's all three sides. Why can't the last three sticks form a triangle? " Ask the students to discuss. Students themselves come to the conclusion that "the sum of any two sides of a triangle is greater than the third side" through discussion, and the mastery of this knowledge is summed up by students' hands and brains.

In short, in teaching, let students actively participate in the whole process of teaching from beginning to end, which is conducive to cultivating students' autonomous learning ability, not only promoting the optimization of classroom teaching, but also conducive to students' future study and development.