Mobilizing students' enthusiasm for learning mathematics is the premise and foundation of cultivating self-study ability. Einstein said:

Interest is the best teacher.

Interest in learning is the core factor of students' autonomous learning. Once students are interested in learning, learning is no longer a burden, but a persistent pursuit. In junior high school mathematics teaching, a large number of learning tool cards are used, such as birds, ducklings and puppies.

Use these small animal cards to teach students to know numbers and calculations, and use a large number of pictures to teach students to operate, think with their brains, and finally express them. This not only stimulates students' interest in learning, but also mobilizes their enthusiasm for learning and cultivates their learning ability. For example, when teaching the understanding of counting within 100, I use pictures to ask students to estimate how many sheep there are according to the pictures, then count them carefully, and then each person gives out a bag of things to count. Only one lesson has taught the understanding of counting within 100. In class, I ask students to count sticks, say numbers, check each other and report. A class is full of excitement and interest, which cultivates students' self-study ability. More importantly, let students find math class interesting rather than boring, and lay a foundation for further learning math. Second, create an atmosphere for students to sprout the consciousness of independent exploration and learning.

To create a relaxed and harmonious atmosphere, teachers should first fully respect students, treat them as people with personality, equality and autonomy, and make them believe because they are close to teachers; Secondly, in teaching, teachers should support, encourage, affirm and appreciate all the words and deeds and immature conclusions made by students in the classroom to explore knowledge, so that students are always in an unrestrained mental state of psychological security and spiritual freedom, so that students dare to participate and are willing to participate in inquiry learning. Over time, they can form the consciousness and habit of active inquiry learning. For example, in the volume of a teaching cylinder

Sometimes I will let students freely transform the cylinder into the figure we have learned, and then answer them. The students put forward many different opinions, some of which were even unexpected to me. The teaching of the whole class has achieved unexpected results, which is a process in which students use their existing knowledge to find solutions to problems and discover laws.

Third, according to students' existing knowledge and experience, create favorable conditions for students to explore. In the teaching of axisymmetric graphics, in order to study the characteristics of symmetric graphics, I ask every student to collect the graphics he has seen and learned (rectangle, square, parallelogram, triangle, isosceles triangle, trapezoid, right-angled trapezoid, isosceles trapezoid, diamond, circle, five-pointed star and some irregular graphics). At the beginning of the class, through students' initial perception of axisymmetric graphics, let students start folding, so that students can fully perceive that some graphics are axisymmetric graphics and some are not. Some axisymmetric figures have only one axis of symmetry, some have two axes of symmetry, some have three axes of symmetry, and some have countless axes of symmetry.

Then through students and teachers to feel and summarize the characteristics of axial symmetry, let students cut, fold and create all kinds of axial symmetry graphics, so as to consolidate the characteristics of axial symmetry and feel the beauty of axial symmetry graphics. In students' own inquiry, classroom teaching has really become the sky for students' independent inquiry.

Fourth, teachers guide students to preview before class and create an environment for cultivating students' self-study ability.

Teachers' preview guidance should teach students the corresponding preview methods according to their age characteristics and ability level, and design preview plans according to the key points, difficulties and confusing knowledge of new courses, as follows: (1) Start preview, and carefully scrutinize and taste the concepts, rules, rules and properties word by word. This can cultivate students' rigorous style of study and good self-study habits. (2) Ask questions carefully to induce students to deeply understand the textbook. For example, learning prime numbers and composite numbers

Hands-on operation is the main way for students to acquire knowledge, and it is also one of the effective teaching methods. In the process of knowledge construction, teachers should consciously set the situation of students' hands-on operation according to the cognitive characteristics of primary school students and the characteristics of mathematics knowledge itself, so that the classroom is in an orderly state of active exploration.

Some knowledge (such as geometry and shape) can be previewed by hands-on operation. For example, if you know cuboids, cubes, cylinders and cones, you can use the intuitive characteristics of physical images to let students master the characteristics of these shapes while seeing and touching them. Another example is forging.

The problem can guide students to knead a cuboid with plasticine or yellow mud, and then knead it into a cylinder, so that students can clearly see that although the two shapes have changed, the volume remains the same, so as to forge and learn.

Made the groundwork and preparation. At the same time, not only mastered the learning methods, but also deepened the understanding of new knowledge.

Therefore, I began to cultivate students' preview habits from the lower grades, so that students can preview their own textbooks, find problems, ask questions, analyze problems and solve problems. Over time, students' self-study ability in mathematics is getting stronger and stronger.

Fifth, teach students to learn to summarize effective learning methods and improve their learning efficiency.

Teachers should teach students how to use textbooks, and the focus of using textbooks in lower grades should be on observation. The new textbook uses a lot of vivid and intuitive contents such as pictures, graphics, straight lines and line segments. When guiding students to look at pictures, the following order can be adopted according to several psychological characteristics of children in the observation process: ① Observe pictures, understand the meaning and requirements of pictures, and observe them in a certain order. (2) Express the language according to the requirements of the picture. (3) Make clear what is known and needed in the drawing. ④ In mathematics teaching, pay attention to guiding students to understand and learn the learning methods provided in the book. For example, to learn how to add 9, when I ask students to tell me its calculation method, some use counting method, some use counting method, and some think of adding 10.

Students' different algorithms should be encouraged.

Sixth, cultivate students' good study habits and lay a good foundation for their long-term study.

Habit is an unchangeable behavior that a person gradually develops. Good study habits help to consolidate and develop learning ability, which is of great help to bring to work and study. In the first grade teaching, teachers should pay attention to cultivating students' study habits. For example: listen carefully and think independently; Observe carefully and remember by heart; Write neatly and calculate accurately; Timely inspection, clear thinking, middle and senior grades pay more attention to the cultivation of habits such as inspection and score checking. Teachers should strictly cultivate, help and guide students in class. Over time, students can form good behavior habits.

In a word, it is important and persistent to cultivate primary school students' self-study ability in mathematics teaching, so that students can enjoy learning, be good at learning and be eager to learn. Through independent learning activities such as independent exploration, independent discovery, independent questioning and independent application, students can effectively develop their knowledge, emotion and personality.