"Autonomy, cooperation and inquiry" is a learning method actively advocated in current teaching. As the main body of learning, students should not only adapt to the new curriculum, but also be able to learn actively. As the guide of students' learning, how to promote students' active learning in classroom teaching, let students explore and solve problems from different angles, acquire, consolidate and deepen knowledge by themselves, so as to cultivate students' awareness and ability to acquire knowledge actively is the focus of teaching. Next, I will talk about how to train students to acquire knowledge actively in classroom teaching based on my own teaching practice.

First, guide students to learn to teach themselves.

First of all, teachers should teach students the method of self-study. In the process of mathematics self-study, it is impossible to achieve the expected goal if students are only given the content of self-study without corresponding guidance. Ordinary students often just skim books to complete tasks when they teach themselves. In my opinion, in the initial stage, teachers should make use of class time to study by themselves with students, teach students the methods of self-study, and guide students to learn to study by themselves.

In the process of self-study, teachers can study with students. Tell students when to circle the main points of knowledge and what knowledge should be marked; Ask the students, "Why?" And strengthen it repeatedly to form a kind of consciousness; At the same time, teachers should demonstrate inspiring self-study skills. If students persist for a long time, they can form a certain self-study ability, or they can transfer self-study in class to self-study before class, so as to prepare existing knowledge and experience for exploring new knowledge and provide more sufficient time for exploring experience. For example, if you teach yourself the area formula of parallelogram, you can arrange students to think: (1) How to deduce the area calculation formula of parallelogram by cutting and filling method? (2) What is the relationship between the area of parallelogram and the rectangle after cutting and repairing? Why? (3) Can there be other cutting and repairing methods? And so on, these questions are very helpful to inspire students' thinking. Give full play to students' intelligence. Students learn by themselves as "painting dragons", and teachers guide them as "making the finishing point". The combination of the two is better.

Secondly, try to understand the examples. Try to tell yourself what this example is about, or mark or record what you have learned through reading, so as to communicate with your classmates or ask questions in class. Try to do it. Where there are difficulties, we should make records. In this way, students should at least "draw a gourd ladle", try to "know what it is" first, and then "know why it is" through the classroom.

Third, contact the reality of life and create an "immersive".

In teaching, we should pay attention to connecting with students' daily life, using concrete events that students are familiar with, and connecting abstract mathematical concepts with concrete examples, so as to make the whole teaching activity vivid and incisive, create an atmosphere that activates students' thinking, and make students immersive, thus stimulating students' interest in self-study and arousing their emotional excitement and desire to learn "mathematics in life" and "useful mathematics". For example, when teaching "The essence of subtraction: a-b-c=a-(b+c)", we can set up a situation in which students sell stationery as salespersons, so that students can "buy and sell" according to the following topics: "Xiaoming goes to the school cafeteria to buy a pencil and a math exercise book, a pencil 1.8 points, a math exercise book 42 points. How much did he get back? " Then let the students talk about how to "get back" in the process of buying and selling. In this way, students can always keep high interest in the process of exploring the essence of subtraction, so as to achieve better self-study effect.

Second, transfer association and master new knowledge.

Mathematical knowledge is systematic and logical, and the relationship between old and new knowledge is very close. Most of the new knowledge is superimposed on the old knowledge, or the old knowledge will be recombined. In teaching, the similarity, difference and continuity of old and new knowledge are used to guide students to learn independently, so that students can find solutions to problems according to old knowledge and old experience, so as to solve problems independently and master new knowledge. For example, in the teaching of "solving problems by percentage", students are arranged to review some related old knowledge first.

1, the number a is 25 and the number b is 20.

What fraction of a number is b?

25/20=5/4

What fraction of a number is b?

20/25=4/5

2. Girls in our class 12, boys 15.

What is the percentage of boys to girls?

12/ 15=4/5

What is the percentage of girls to boys?

15/ 12=5/4

3. Write the following decimals as percentages.

0.45 0.07 2.04 1 20.5 0.225 1

Then show the example to be learned in this section: tug-of-war competition was held in grade six, and six boys and six girls participated in each class. The total number of students in Class One and Class Two is 42 and 40 respectively.

(1) What percentage of students from Class One and Class Two participated in the tug-of-war competition respectively?

(2) What percentage of the students in Class 1 and Class 2 of Grade 6 participated in the tug-of-war?

According to the questions put forward by the teacher, students actively think, and the related factors in the strengthened old knowledge will inevitably affect the students' thinking process, make them associate correctly, and affirm and summarize under the timely guidance of the teacher, so that students can complete the learning tasks of this lesson and master new knowledge through self-study.

Third, guide classroom cooperation and improve the efficiency of self-study.

Cooperation and communication is an important way for students to learn mathematics. To guide students' classroom cooperation, we can start from the following aspects:

(1) Create cooperation opportunities.

There are many places in classroom teaching. If we can guide them in time, we can not only improve the teaching effect, but also cultivate students' sense of cooperation. Therefore, teachers should look for opportunities, create opportunities and encourage students to cooperate. For example, when teaching statistical charts, some statistical charts are in front, but related analysis and problems are behind. It is inconvenient for students to read books, so teachers can arrange deskmate cooperation, one right and one wrong.