Students are the main body of learning and development. Mathematics curriculum must pay attention to students' individual differences and different learning needs according to the characteristics of students' physical and mental development and mathematics learning, fully stimulate students' initiative and participation spirit, and advocate autonomous learning. Mathematics curriculum standards point out that mathematics teaching must be based on students' cognitive development level and existing knowledge and experience, provide students with opportunities to fully engage in mathematics activities, help them understand and master basic mathematics knowledge and skills, ideas and methods in the process of independent exploration and cooperation, and gain rich experience in mathematics activities. In the practice of middle school mathematics teaching, I made three attempts: first, to create an atmosphere to awaken the consciousness of autonomous learning; Second, provide materials to create conditions for autonomous learning; Third, create opportunities for independent participation in learning activities. Key words: self-study, self-inquiry and cooperative communication Text: Mathematics curriculum standards point out that mathematics teaching must be based on students' cognitive development level and existing knowledge and experience, provide students with opportunities to fully engage in mathematics activities, help them understand and master basic mathematics knowledge and skills, ideas and methods in the process of self-inquiry and cooperative communication, and gain rich experience in mathematics activities. Under the guidance of this concept, middle school mathematics teaching should create an environment and space for autonomous learning, and effectively promote students' active development. First, create an atmosphere to awaken the consciousness of autonomous learning. 1. Establish an equal and democratic relationship between teachers and students. Teaching practice has proved that in a pleasant, relaxed, equal and democratic atmosphere, students' psychological orientation of finding problems and actively exploring is activated, and their mental state of keenly grasping opportunities and boldly exploring is in the best state; On the contrary, the tense, serious and depressing classroom atmosphere can not activate students' innovative consciousness of being brave in exploration. This requires teachers to strive to build a harmonious, democratic, equal and harmonious teaching "platform" in the teaching process, so that students are willing to learn mathematics, which is the basis for cultivating students' autonomous learning ability. 2. The motivation of creating situational students' learning is internal contradictions and conflicts. If students' internal needs cannot be effectively activated, it is impossible to trigger real learning activities. Therefore, teachers should make great efforts, start from the students' existing knowledge and experience, be good at putting forward some problems that students are familiar with and need to solve with their brains, put students in an "incomprehensible" situation, create situations to make students fully feel all kinds of contradictions, think positively, stimulate students' psychological tendency to get to the bottom of the matter, and generate their desire for knowledge to explore, think, discuss and solve problems independently. For example, when teaching "Compare the size of two negative numbers", the teacher asked the students to test the teacher at will, and the teacher could compare the sizes quickly, but the students couldn't answer at once. Why is the teacher so fast? There must be a secret. Students are eager to explore the law, and they will regard learning as a heartfelt need, not a burden. In short, the created situation should be a life example or mathematical material that students are familiar with or can understand. Students have doubts in their hearts, problems in doubts and interest in learning, and the situation created is successful. Second, provide materials and create conditions for autonomous learning. In classroom teaching, design an appropriate teaching activity, so that each student can actively participate, observe and think, gain their own experience, and constantly optimize their conclusions in cooperation and exchange. To do this, for middle school students, specific conditions and sufficient materials are indispensable. In teaching, students should be given the opportunity to explore independently. Teachers should not think for students. In the process of observation, experiment, guess, induction, analysis and arrangement, students should understand how questions are raised, how concepts are formed and how conclusions are drawn, so as to provide students with opportunities to actively participate in and express their thoughts. Case 1: Teaching AIDS from different directions: The teacher prepared table tennis, cups, kettles and six cubes of the same size for each group in advance. Requirements: Everyone starts to explore the results seen from different directions through experiments (everyone actively starts, winks and gives feedback, and reports their findings in communication. ) Health: We put the table tennis, the cup and the kettle in a straight line, with the kettle in the middle. From the left, we can only see table tennis, and from the right, we can only see cups. Health: Our group can see from the front and back. Health: We arrange six cubes, and we can see different shapes from the front, back, left and right. Student: How do you distinguish between figures seen from different directions? Through the textbook, I know what is the front view, what is the left view and what is the top view. Health: I can draw the main points ... the students are full of pride and happiness, and they enjoy the joy of success. In this process, it truly shows that students are the masters of learning. They practice exploration, operational verification, cooperation and communication on their own ... and are always actively involved. With the use of eyes, ears, hands, brain and mouth, students will inevitably gain the learning ability of observation, comparison, induction and analogy. This is effective participation and active participation. Practice tells us that every student has the potential to learn mathematics. Teachers' task is to create situations, provide learning materials, guide students to feel and understand knowledge in operation, observation, discussion and thinking, turn ready-made conclusions in textbooks into objects for students to explore, turn static knowledge into dynamics, practice textbooks, cultivate students' independent inquiry spirit and let students actively participate in "problem solving". Third, create opportunities for independent participation in learning activities 1, and create opportunities for exchanges and discussions. The "new curriculum standard" requires that "teaching materials should leave enough space for students to explore and communicate, so as to help change students' learning methods. It is necessary to reflect the formation process of knowledge and let students explore and understand relevant contents in the process of knowledge formation. "Today's textbooks often present the knowledge content directly in the form of conclusions. Students see the result of thinking, but they can't see the process of knowledge generation and development. This is not conducive to students' autonomous learning. Therefore, we can reorganize and integrate the declarative content of the textbook, and create learning materials that are conducive to students' observation, experiment, reasoning and communication, and the effect will be better. Case 2: In the teaching of rational number subtraction, teachers show the following contents to organize students to carry out activities: (1) Calculation: 5-3 = 5+(﹣ 3) =18 =18+(﹣) Please give a few more examples to verify it. (4) What have you found through the above research? This design leaves the inquiry process of knowledge to students, allowing them to discover problems, explore characteristics and reveal laws, which is conducive to the cultivation of students' independent inquiry ability. 2. Create an open teaching space. Students' mastery of knowledge, development of thinking and improvement of ability are not achieved through teachers' explanations or indirect experience in books, but more through their own exploration and experience. This requires teachers to attach importance to process teaching in the teaching process, fully demonstrate the whole process of knowledge generation and development, and strive to create various conditions to give students sufficient time and space to participate in mathematics, which is the guarantee for cultivating students' autonomous learning ability. Specific teachers should do three noes: teachers that students can think of do not prompt, teachers that students can express do not replace, and teachers that students can complete independently do not help. Case 3: When teaching "the sum of the interior angles of a triangle", the teacher said after revealing the topic, "I don't want to teach the degree of the sum of the interior angles of a triangle. Can you deduce it yourself? "The students' emotions came up at once, and their thinking immediately became active. Some use protractor to measure, some use spelling to find the sum of the internal angles of a triangle, and some students teach themselves textbooks first, and then find the derivative method. In this way, students can experience the fun and benefits of independent thinking, and their thinking consciousness will be gradually improved.