Edgar Foer pointed out in his book Learn to Live that "the illiterate people in the future will no longer be illiterate people, but people who have not learned how to learn." As the ancients said, "learning to be excellent is expensive, a good scholar can get twice the result with half the effort with ease, and a bad scholar can make up for it with diligence." Mr. Tao Xingzhi, a famous educator in China, pointed out: "I think a good teacher is not teaching, not teaching students, but teaching students to learn." It can be seen that both ancient and modern China and foreign countries attach importance to the cultivation of students' learning methods. This paper focuses on how to guide students' learning methods with mathematics curriculum standards in junior high school mathematics teaching. According to the mathematics curriculum standards, the guidance of junior high school mathematics to students' learning methods includes the following three aspects. First, form a good guidance of non-intellectual factors. Second, the guidance of internalization of learning methods. Third, the guidance of learning ability. On the one hand, the guidance of students' good non-intelligence factors is reflected in: 1, which stimulates learning motivation and makes students have enthusiasm to learn mathematics well. In the teaching process, teachers not only create lead-in scenes, but also walk into the classroom with examples from far and near. Or when teaching new lessons, examples, exercises or answering questions, we should choose lively learning methods close to students' lives according to the teaching content, so as to arouse students' interest and make them have a strong thirst for knowledge; Teachers can also use vivid, close to students and humorous language to infect students; Teachers can also arrange a rigorous and vivid teaching structure to form a warm and harmonious atmosphere, so that students can study actively and happily, thus fully mobilizing students' enthusiasm and initiative in learning mathematics in teaching. 2. Exercise the will to learn. Psychologists believe: "Will is manifested in overcoming difficulties and experiencing setbacks. Difficulty is a' whetstone' to cultivate students' willpower. "Therefore, in mathematics teaching, it is necessary to arrange exercises with appropriate difficulty for students, apply mathematics knowledge appropriately, and connect with practical open questions, for example, …… to' understand' the law from them. Let them make some efforts in their studies, hone their will in independent thinking and try to solve problems independently. 3. Develop good study habits. Guide students to develop effective learning methods such as preview, reading, taking notes and completing homework independently. Teachers should put forward different needs for students of different levels; Students should train repeatedly and persevere; And by setting an example among students, arouse consciousness; Establish evaluation and praise system; Encourage students to develop; Create a good learning environment, make the class establish learning rules and regulations, and develop a good style of study. Bruner, an advocate of discovery learning, pointed out in the process of education: "Students' interest, motivation, attitude, curiosity and emotion play an important role in promoting the development of students' wisdom. "These aspects depend on teachers' love for students and their own infection, which can't be replaced by any other teaching means. Only in this way can students learn from teachers, trust their teaching, be willing to make progress and change "I want to learn" into "I want to learn". In this case, a good "learning method" can be accepted by students happily and play its normal function. The second aspect is the guidance of internalization of junior high school mathematics learning methods. 1. Educate students to correctly understand the importance of learning mathematics learning methods, inspire students to realize that scientific learning methods are an important factor to improve learning effect, and run this idea through the whole mathematics process. In particular, teachers can tell some successful examples of using scientific learning methods in combination with the contents of teaching materials, so that students with excellent grades can learn mathematics exchange learning methods and set up columns to discuss learning methods to strengthen students' understanding. 2. Guide students to master scientific mathematics learning methods. According to the mathematics curriculum standard, mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Therefore, in teaching, teachers should fully tap the learning factors of textbooks and reasonably infiltrate learning guidance into the teaching process. The specific way is: some mathematical conclusions should be based on the heuristic questions put forward by teachers, so that students can guess the law of the questions, the methods of solving problems, the conclusions and so on. For example, when talking about the definition of zero exponential power, we can get γ = from the arithmetic of exponential power. From division to fraction, we can get about ÷== 1, thus guiding students to guess the definition. Of course, the introduction should be emphasized in the explanation, and the denominator should not be zero because of the division operation, so that the precise definition of zero exponential power = 1(a≠0) can be obtained. Similarly, the concept of negative exponential power is also derived. Another example is to find the sum of the inner angles of the N-polygon, so that students can be placed in the situation of guessing and finding. First of all, students should consider the sum of internal angles of triangles, quadrangles and pentagons, guess the sum of internal angles of N-polygons by considering their laws, and then strictly prove it. The inner layer is the formula of diagonal number of polygon when derivative is obtained. It is beneficial for students to actively observe, experiment, guess, verify, reason and communicate, so that students can practice more, explore independently and cooperate with teachers, students and students. 3. Teachers should have a strong sense of guiding learning methods, seize the best opportunity in combination with teaching practice, and make the finishing touch on students' learning methods. When teachers impart knowledge and training skills, they should guide students to make a summary, so that they can gradually improve systematically and find out the regular things. When guiding students to summarize, we should reflect on learning methods rationally, strengthen transfer and consolidate and master learning methods in training. Finally, guide students to preview before class and form self-study ability, so as to implement the important goal of learning method guidance-teaching students to learn. Third, pay attention to the guidance of the formation of mathematics learning ability. 1, the mathematics curriculum standard points out: "Mathematics is an indispensable tool for people's life, labor and study, which can help people to process data, calculate, reason and prove, and mathematical models can effectively describe natural and social phenomena; Mathematics provides language, ideas and methods for other sciences, and is the foundation of all major technological developments; Mathematics plays a unique role in improving people's reasoning ability, abstract ability, imagination and creativity. " Therefore, it is an important link to guide and cultivate students' mathematical abilities such as observation, memory, thinking, imagination, attention, self-study, communication and expression. 2. Students' learning process is a process that needs further exploration. In this process, teachers should tap the factors of teaching materials, pay attention to smooth information channels, be good at guiding students to think actively, and let students constantly discover problems or make assumptions, test and solve problems, thus forming the habit of being brave in learning and exploring, and building a golden bridge for students to integrate knowledge with ability and knowledge. 3. Pay attention to the cultivation of students' mathematics learning ability, so that junior high school students can have certain learning ability and basic skills for continuing learning. For example, to cultivate students' observation ability, we must first give students some methods to observe things, and strive to be meticulous and comprehensive. We can find the differences of things through observation, so as to grasp the essence, attributes and characteristics of things. In this series of training activities, students' observation ability will be cultivated and gradually improved. Another example is attention, including concentration, dispersion, persistence and transfer of attention. These all have a training process. The calculation process in mathematics needs students' good attention, which is also conducive to cultivating and developing students' attention. For example, when calculating rational numbers, many junior high school students often only pay attention to calculation and ignore symbols. Pay attention to the coefficient and ignore the index when merging similar items. The reasons for these calculation errors are whether the knowledge is excessive, whether the knowledge is mastered skillfully, and whether the attention is concentrated during operation. Therefore, when learning mathematics, students are required to have good quality of attention, and the operation or proof in mathematics is conducive to cultivating and improving this quality. Memory is the quality of human thinking, especially understanding memory, which is often related to the cultivation of the day after tomorrow. Therefore, in the process of mathematics teaching, teachers can often ask students to analyze the contents that need to be memorized. In particular, students need to compare new knowledge with what has been memorized in their minds. That is, in the process of analyzing the similarities and differences between existing knowledge and new knowledge, we can understand and remember new knowledge. On the basis of remembering Rt△ Pythagorean theorem, analyzing the uniqueness and individuality of projective theorem will naturally help to remember the content and mathematical expression of this new theorem. Another example is the systematic analysis and analogy of congruent triangles's and similar triangles's judgment theorems and their nature theorems, which is very helpful for students to understand and remember these mathematical knowledge. After memorizing these mathematical contents, students can establish or expand the system of these mathematical knowledge concepts, or establish the relationship between different conceptual systems in mathematical contents. Therefore, it is very important to improve students' reasoning ability, abstract ability, imagination and creativity while guiding students to learn the law. In short, in junior high school mathematics teaching, the guidance of students' mathematics learning methods is like that of the famous scientist alford? 6? 1 toffler said: "The so-called genius is to master before or more than others [1].