High school mathematics is the main content of the whole high school teaching, and it is also a subject that students and parents are most concerned about. Its founding moment has attracted the attention of all walks of life, and it is the starting point and main direction of educational reform. Mathematics teaching in senior high school plays a very key role in teaching, so as a senior high school mathematics teacher, how to embody students' dominant position in the classroom has become an increasingly important issue. High school mathematics is very logical and knowledgeable. In the mathematics teaching classroom, the construction of "efficient, independent and multi-dimensional interactive" mathematics classroom mode is to strengthen students' autonomy in learning, pay attention to individual autonomy and active exploration of emotional experience, and teachers constantly cultivate students' awareness of self-discovery, self-exploration and self-innovation ability in teaching. In teaching, students' autonomous learning is related to their understanding and mastery of knowledge in the future. So how can we correctly cultivate students' autonomous learning ability? This paper discusses how to create the situation of autonomous learning, how to effectively cultivate students' personality, and how to stimulate the desire of efficient autonomous exploration under the appropriate guidance of teachers. Let's walk into the high school math class together.

First, "efficient autonomy, multi-dimensional interaction" teaching mode of cognition

The teaching mode of "efficient independent multi-dimensional interaction" mainly refers to solving mathematical knowledge problems with students' own learning methods on the premise of independent learning, and students should focus on perception and experience and develop their own learning methods. At the same time, under the guidance of teachers, students use their own unique thinking and understanding methods and knowledge and experience to find and analyze problems, so as to further solve problems. This is a mathematics learning method of autonomous learning. This model constructs a learning process of classroom teaching activities of "teachers skillfully design questions to guide learning-students' efficient autonomous learning-multi-dimensional interaction and cooperation between teachers and students". In this process, teachers can let students cultivate innovative thinking in the process of experiencing the occurrence, analysis and solution of knowledge, thus reflecting the students' dominant position. With the participation of students, classroom activities will be endowed with "conscious, vivid, efficient and interactive" effects. Now after this explanation, I believe you have a deeper understanding of this teaching mode.

The second is the effective embodiment of the mode of "efficient autonomy and multi-dimensional interaction"

1? Create an atmosphere and guide autonomy

In high school math class, students are very tired in the face of intense study and life. Many students think that with the help of teachers, they will be relaxed, but teachers think that teachers are only the guiding light for students to learn. In order to let students have better learning methods in their future study, teachers have embodied the teaching mode of "high efficiency, autonomy and multi-dimensional interaction". In this mode, the first thing a teacher should do is to create an appropriate teaching situation, which can not only effectively stimulate students' interest in learning, but also encourage students to explore new knowledge and keep learning. With autonomous learning, students can be guided to learn to experience, explore, be independent and cooperate with others. What makes teachers feel most improved in creating situations is the so-called problem situation. It is to skillfully link mathematics knowledge with life background and life experience in teaching, and the teacher puts forward a very effective question, and the students follow the teacher's thinking to find the direction to solve the problem. For example, when learning some theorems involving formulas in high school, teachers can ask questions before explaining them, which can help students study better.

2? Kill the key and difficult points in self-study

In mathematics learning, teachers effectively help students to learn independently, and teachers give guidance to break through the key points of this lesson and solve difficulties. According to the self-study plan, students carry out consolidation training or standard test, effectively analyze some difficulties in self-study and make self-correction. In particular, under the guidance of teachers, students are trained to solve important problems in multiple ways, so that students can develop the good habit of active inquiry learning. When solving difficulties, if students can't solve them better, they can discuss them together. If they can't solve them in groups, they can concentrate on solving them. In this process, the teacher is only a guide, a mentor, and the teacher can teach or strengthen teaching. In practice, teachers should also give individual guidance to students, especially those with difficulties. For example, given the cosine values of two acute angles A and B are 2 10 and 255 respectively, find the values of tan(A+B) and A+2B. Students should learn to do it by themselves in the process of solving problems. If they don't understand the problem themselves, they should ask students or groups to analyze it together. If you really don't understand, the teacher gives the answer first, that is, look for cos(A+B) first. A and B are acute angles, so sinA=725 and sinB=55. cos(A+B)= COSA COSB-Sina sinb =- 10 10。 At this time, the value of A+B is uncertain, so we have to calculate sin(A+B)=3 10 10, so tan(A+B)=-3. Similarly, find COS (a+2b) = COS (a+b+b) = COS (a+b) COSB-SIN (a+b) SINB = 22 and sin(A+B+B)=22, so A+2B=3π4. Finally, let the students see for themselves to see if they can understand. If they still don't understand, then the teacher as a mentor will give the correct explanation.

3? Interactive learning and experience exchange

In autonomous learning, a single autonomous learning model can't make students make great progress. In autonomous learning, teachers can actively guide students to interact effectively and help students gain more experience in interaction. For example, in the spare time of high school math class, teachers can organize some exchange meetings, mainly to exchange how to carry out autonomous learning better, what experience autonomous learning has, how students can learn from each other, and how students can use their wisdom to solve a difficult problem. Finally, teachers can give advice to help students find a more effective and reasonable autonomous learning model.

Third, teaching evaluation.

In high school mathematics teaching, no matter what kind of teaching evaluation is a state of harvest for teachers, teaching evaluation, as an educational art, can not be ignored by all teachers, and teachers can gain more knowledge from teaching evaluation. For students' learning, when students have their own unique thinking and innovative solutions in high school math class, I often guide students to evaluate themselves, judge their own shortcomings, and judge their own abilities and self-confidence. Especially in the process of autonomous learning, students should evaluate themselves in time, which will increase the learning effect.

High school mathematics is a very important subject, and as high school mathematics teachers, we should actively use the concept of "independent inquiry and multi-dimensional interaction", give the classroom to students and give them all the rights. Let students understand and experience the process of knowledge generation and development, and let students truly become the masters of learning. The sky is high for birds to fly, and the sea is wide for fish to jump. I believe that in the face of correct teaching methods, every child is an eagle fighting the blue sky.