As we all know, the purpose of teachers teaching students to learn various subjects is to make students realize autonomous learning, spontaneous exploration and self-seeking, and the purpose of teachers teaching them is to make them not need to be taught. Autonomous learning refers to a learning method in which students actively learn, acquire new knowledge and achieve teaching objectives according to teaching objectives and teachers' guidance, combined with their own learning situation. Autonomous learning is a way of learning advocated by modern education. Only when students learn to study independently and improve their learning efficiency and ability can they lay the foundation for lifelong learning. In the process of junior high school mathematics teaching, it is necessary to cultivate students' autonomous learning ability in mathematics, so that students can realize the transformation from learning mathematics to learning mathematics. This paper expounds how to cultivate junior middle school students' mathematics autonomous learning ability through preview, encouraging questions and timely guidance.

First, guide students to learn independently through teacher-student preview.

In order to stimulate and cultivate students' awareness of autonomous learning, so that students can gradually develop the good habit of autonomous learning, mathematics teachers should start with preview and cultivate students' good habit of autonomous preview before class. Mathematics teachers should teach students the basic methods of autonomous preview and cultivate their basic ability to learn mathematics independently. First, the math teacher should let the students know that, first of all, they should have a general understanding of the content of the new lesson and know what the key points and difficulties of the new lesson are, so that the students can know fairly well in the teacher's classroom teaching, and then the classroom learning can be focused. Secondly, math teachers should guide students to have a certain understanding of their learning defects and make up for them in time, so as to realize the convergence of learning smoothly. Third, math teachers should let students develop the good habit of independent thinking through preview. In addition, teachers should let students participate in the preparation and design of preview outline, and cultivate students' autonomous learning consciousness through the implementation of preview link. In the process of compiling and designing the preview outline, teachers should do the following: First, the preparation and design of the preview outline should be targeted. Mathematics teachers should combine the actual situation of students, design preview according to the important and difficult points of this class, especially fully estimate the misunderstandings and mistakes that students may make in the classroom teaching process. Secondly, the preparation and design of the preview outline should pay attention to the problems. In recent years, problem guidance and problem solving have gradually become the focus of mathematics teaching, and their application in mathematics teaching has also achieved good results. When doing preview design, math teachers can also use the teaching strategy of problem guidance and problem solving to skillfully set the classroom teaching objectives and contents as questions that students are interested in, turn math topics into real-life problems, and stimulate students' mathematical thinking and thinking. Thirdly, the preparation and design of the preview outline should be interesting. Interest is the motivation for students to learn math well. Therefore, the preview design made by math teachers should not only meet the students' cognitive level, but also consider the math situation. Some interesting teaching activities can be designed to effectively stimulate students' awareness of autonomous learning. For example, combined with the knowledge point "How to cut cubes with planes", the math teacher can reserve a preview activity for students before class: first cut potatoes and radishes into cubes, then cut these cubes with a knife, and then draw the shapes of different sections to sum up how many kinds of * * *. This kind of preview design and activity is targeted, problematic and interesting, so that students will take the initiative and be willing to complete it.

Second, encourage students to ask questions and discuss, and stimulate students' awareness of autonomous learning.

Through the concrete implementation of the preview link, students can truly experience their dominant position in mathematics learning. In this process, they will gradually try to solve the problems by actively learning textbooks and consulting teachers. Exploring the problems will make students have the desire of "I want to learn". Under the control of this desire, students will learn to solve problems with their own strength, and the solution of problems will enable them to gain and experience the joy of success, so as to learn and explore more actively. In the whole classroom teaching process, math teachers should not be eager to directly explain students' different opinions and unsolvable problems, but let the whole class discuss these problems and raise questions. Mathematics teachers should guide students to express their views and opinions through discussion and give full play to students' enthusiasm. Through discussion, questioning, positive thinking and multi-angle and multi-level analysis, students inspire each other, solve some problems that can't be solved by self-study, and further understand and master the learning content. In a sense, teaching is to create an environment conducive to students' learning. Classroom atmosphere is the psychological environment in the teaching process. In the teaching process, good classroom atmosphere and interpersonal relationship are the preconditions for students to actively participate in teaching activities. In order to ensure the smooth progress of the discussion, teachers should create a democratic, harmonious, equal and free learning atmosphere in the classroom, allow and encourage students to ask questions boldly, dare to argue and express their opinions, fully stimulate students' autonomous learning consciousness and cultivate students' autonomous learning ability.

Third, teachers should urge students to summarize independently and improve their autonomous learning ability.

In order to stimulate students' awareness of autonomous learning in mathematics and cultivate students' ability of autonomous learning and independent inquiry, mathematics teachers should pay more attention to intensive reading teaching in class, especially the answers to difficult information with universal significance fed back by students in class. To solve the problem of students' immediate feedback in class, teachers need to have richer knowledge, more ingenious teaching wit and more exquisite professional level. To solve this problem, math teachers can take the following two ways: First, make the finishing point. Mathematics teachers can participate in the process of students' mutual discussion, solving doubts and doubts in time, and give timely guidance or guidance to avoid directly giving conclusions or arbitrarily denying students' opinions. If some students are puzzled, they can explain it to all students, and the teacher can supplement it in time. Secondly, elaborate. For the difficult tendentious problems, in the psychological state that students are eager to solve doubts, teachers should quickly determine the lecture content and grasp the key points, not only explaining the ideas, but also explaining the methods. Taking this problem as a case, it rises from an individual problem to a general rule, which plays the role of analogy, allowing students to summarize the internal relations between old and new knowledge points under the guidance of teachers and build a knowledge network, thus cultivating students' analytical ability and comprehensive ability. Teachers should ask students to summarize the key contents, rules, problem-solving ideas, methods and skills learned in this lesson, so that students can comb their knowledge into lines and form networks to deepen their impressions, and highlight the weak points of error-prone and confusing knowledge points, so as to attract enough attention from all students.

In short, teaching is regular, but there is no fixed law; Learn and have the law, and it is important to get the law. Junior high school mathematics teachers should flexibly choose teaching methods according to the teaching situation and students' actual situation, and pay attention to the stimulation and cultivation of students' autonomous learning ability in all aspects of mathematics classroom teaching. Mathematics teachers should be able to skillfully operate every step of classroom teaching and solve unexpected problems perfectly. In addition, mathematics teachers should not only have rich knowledge and strong organizational ability, but also be able to guide and guide students in time, so as to better cultivate students' mathematics autonomous learning ability and inquiry ability.