(1) Teachers should guide students to make autonomous learning plans. This is an important content for teachers to teach students to learn independently. Students should embody the following main aspects when implementing autonomous learning plan: 1, and understand the content of learning. (2) Teachers should provide students with suitable learning materials. Necessary and reasonable learning materials can effectively help students learn and understand the key points and difficulties in textbooks, thus improving their learning efficiency. 1, make good use of the learning materials provided by the textbook. The compilation of the new textbook is very humanized, and the content is presented based on situations, the materials are presented based on problems and the information is presented based on activities. When teachers provide students with learning materials, they should first consider making good use of teaching materials. According to the different starting points of class students and the different present situation of school areas, the teaching materials are reorganized and derived, and the static teaching materials are transformed into dynamic exploration objects. 2. Reasonable choice of life-oriented learning materials. Clever and timely intervention in life-oriented learning materials in classroom teaching can effectively help to establish the essential relationship between abstract knowledge and image prototype, thus promoting students' autonomous learning. Choosing life-oriented learning materials should not only pay attention to reality, but also reflect the life prototype of mathematics knowledge; It should not only reflect moderate openness, but also be too complicated; We should not only pay attention to interest, but also reduce the interference and influence of life experience on mathematical thinking. 3. Provide learning materials for classroom operation. Operation emphasizes that students gain mathematical knowledge by using materials and experiencing the connotation of concepts or the laws and properties of operation. Under certain circumstances, students can gain perceptual experience and logical knowledge of mathematics through hands-on and brains. In the process of organizing students' autonomous learning, teachers should provide students with operable materials according to the teaching objectives, so that students can discover and understand the materials through operation, fiddling and thinking. (3) Teachers should give students targeted guidance and help. In classroom teaching, students should be guided in different ways and at different levels according to their psychological characteristics, different personalities and different requirements. 1. Capture different information in autonomous learning. Teachers should pay attention to every student in teaching and let questions open every student's mind. This requires teachers to do a good job of capturing and recycling student information. Only by constantly analyzing and integrating the feedback information in students' learning process, guiding students when they are confused, guiding them at obstacles, dredging them before integration, and promoting them at disgusted places can students' autonomous learning succeed. 2. Grasp the timing and discretion of intervention guidance. In the process of autonomous learning, teachers should properly intervene in the implementation of guidance? Guide how to be full, necessary and not arranged. What does a tutor need? These are the specific problems that teachers will face when guiding autonomous learning. For example, if teachers intervene too early, students will often lose the opportunity to find problems and find answers, and lose the meaning of autonomous learning. On the other hand, when students lose their way or don't learn well and need the guidance of teachers, teachers don't help them in time, which will not only affect the efficiency of autonomous learning, but also dampen students' enthusiasm for learning. Therefore, teachers must pay attention to the timing and discretion of intervention and guidance, and play a guiding role in a timely, moderate and appropriate manner. 3. Guide students to think as a whole. When students' thinking problems are scattered and trivial, it is difficult to form a clear and coherent overall impression, teachers can guide and guide their overall thinking. For example, when some students find that the order of knowledge is out of order, teachers can analyze and bind the knowledge through appropriate order; When some students' thinking is in a chaotic state, teachers can make their thinking orderly and clear through appropriate integration and guidance. 4. Help students connect with their ideas. When some students have misunderstandings and misunderstandings, teachers can help them connect their ideas through targeted guidance, or arouse students' existing cognitive experience to get the support of experience; Or through the appropriate infiltration of strategies and methods, learn from them; Or through appropriate review, in order to obtain the exchange of knowledge. Suhomlinski said: The more questions a child asks, the more he knows about things around him in his early childhood. The cleverer he is at school, the brighter his eyes and the sharper his memory. To cultivate a child's intelligence, he must be left to think. Teaching methods and learning methods are interdependent and inseparable. The methods used in the teaching process and the methods taught by the lecturer from the teacher's point of view are all learning methods from the student's point of view, and the change of students' learning methods cannot be completed out of thin air. Therefore, in primary school mathematics teaching, teachers should pay attention to the individual differences of acne students and adopt appropriate strategies to guide and help children learn to learn to learn independently, so that students can get the best development.