At present, the current situation of junior high school mathematics teaching is not optimistic. Many teachers have done a lot of exercises in order to cope with exams in classroom teaching, ignoring students' initiative, autonomy and autonomy, which makes the classroom lack of vitality and the teaching effect is not good. Therefore, how to improve junior high school students' autonomous learning ability with classroom teaching as a breakthrough has become an urgent problem before us. In order to solve this problem, I think we should start from the following aspects:
First of all, it is clear about the significance of cultivating students' ability to learn mathematics independently.
Paulia, a Hungarian-American mathematician, pointed out: "If students want to master mathematics firmly, they must learn mathematics by inner creation and experience." In other words, in the process of mathematics learning, students should be allowed to experience, create, feel and construct their own cognitive structure. Cultivate interest in learning. Teaching is a process of multi-directional communication between teachers and students, and students should become the main body of learning. In the stage of "forming new knowledge", teachers should comment on the main mistakes or original opinions, summarize and evaluate the achievements of students' exploration, guide students to discover laws, draw conclusions and refine mathematical thinking methods.
Cultivating students' ability to learn mathematics independently can make students experience the happiness of success, guide students to constantly summarize and reflect, and summarize the results of inquiry in time. For example, in the part of power operation, according to past experience, students often divide the powers of the same base and similar items, the powers of the same base and the powers of the same base, and the properties of these powers are confused with each other. When learning this part of the content, we should change the mode of teachers' speaking and students' listening in class, guide students to actively explore, understand the meaning of same base powers's multiplication, division, power and product with the knowledge of power, and then explore and deduce these properties with the meaning of power. Let students cooperate and communicate under the guidance of teachers, learn independently, and sum up the rules by themselves, so that the acquired knowledge can leap from perceptual knowledge to rational knowledge.
Second, junior high school students should have goals in autonomous learning.
According to the previous analysis, we know that cultivating students' ability to learn mathematics independently can enable students to establish their own cognitive structure and experience the happiness of success; At the same time, in the specific process of autonomous learning, the following objectives should be put forward:
(1) Autonomous learning should help students set correct learning goals. Clear and specific goals can enable students to make learning plans, start with self-awareness, understand their own personality, specialties, hobbies, learning strengths and weaknesses, show their true selves, reflect on the gains and losses in the process of impacting the goals, and constantly revise their plans, their learning attitudes, methods and habits, and their values, so as to achieve the unity of knowledge and practice.
(2) Teaching mode from heteronomy to self-discipline. Guided inquiry and autonomous learning provide students with a "model" and "demonstration" of learning, and are the experience and preparation for students to complete autonomous learning. Inspired by the teacher, students explore, learn to teach themselves and master the process of solving problems independently, so that students can experience success and frustration. This lays a good foundation for students to learn "knowledge", "life", "cooperation" and "survival", and it is also the ultimate goal and destination of teaching.
(3) Autonomous learning helps to improve students' inquiry ability. Autonomous learning enables students to explore frontier topics in a certain field like modern science and technology, production and life, broaden their knowledge and learning horizons, and initially form the ability to acquire new knowledge, collect and process information, analyze and solve problems, and participate in social activities in unity and cooperation.
Third, the specific methods of cultivating junior high school mathematics students' autonomous learning ability
(1) Guided self-study. The teaching process is a harmonious and unified process of teacher-led and students' main role. Only by giving full play to the enthusiasm of both sides can we achieve the best results. Teachers must change the disadvantages of attaching importance to "teaching" and ignoring "learning" in the past. Let students actively participate in the whole process of teaching activities. First of all, teachers carefully design and introduce new courses, and then show the self-study outline, guide students to teach themselves textbooks and find the answers to the outline. Students can discuss difficult problems in self-study. At the same time, teachers actively tour guidance, teach students in accordance with their aptitude, and help poor students so that they will not fall behind. In this way, students' enthusiasm for learning will be fully mobilized, and the atmosphere for discussing problems will be active, which fully reflects students' autonomy and subjective initiative in learning.
(2) Teachers' guidance. While emphasizing the main role of students, we can't ignore the leading role and counseling role of teachers. In the whole teaching activity, teachers should really play the role of making the finishing point. The teacher mainly points out the problems that students encounter in self-study; Point out the key points and keys in the textbook; Ideas and methods of solving typical examples. In this way, the whole teaching activity can be targeted and targeted.
(3) Variant training. Change is innovation. Variant training should grasp the main line of thinking training, appropriately change the problem situation or change the thinking angle, cultivate students' adaptability and guide students to seek solutions to problems from different ways. Stimulate the enthusiasm and originality of students' thinking by asking more questions, thinking more, using more and distinguishing mistakes. Training includes consolidating the basic training and improving students' ability. Pay special attention to the "revision" or extension of textbook examples and exercises, and pay attention to training multiple solutions to one question or multiple solutions to one question. Or let students write their own questions and cultivate their creativity. In this process, teachers are guides (directors) and students are explorers (actors). The leading role of teachers is reflected in the careful design, guidance and evaluation of variant situations. Students' dominant position is reflected in the exploration of variant problems and the understanding and generalization of paradigms. Its advantages are as follows: ① It is beneficial to stimulate students' interest in learning and cultivate their adaptability. ② It is beneficial to cultivate students' divergent thinking ability and convergent thinking ability. Improve the comprehensive problem-solving ability. (3) It is beneficial to curb "sea tactics", develop students' problem-solving thinking, cultivate students' exploration consciousness, and achieve "get twice the result with half the effort". ④ The conventional teaching mode of "showing change-imitating-practicing" has been changed, and goal teaching, thinking training and problem-solving skills have been organically combined.
(4) Inductive improvement. The system and logical structure of mathematics are incomparable to other disciplines. Learning mathematics cannot go against this characteristic of mathematics itself. This requires us to step by step in teaching, so that students can understand the basic content of each class and summarize it in time. Each class should guide students to sum up what they have learned, the problems that need attention, the ideas and skills of solving problems and the mathematical thinking methods extracted from them. This is of special significance to cultivate students' abstract generalization ability, and is also conducive to students' further acquisition, maintenance and application of knowledge.
In a word, autonomous learning method not only breaks the traditional cramming and injecting teaching methods, but also shifts from simply instilling knowledge and skills to focusing on cultivating autonomous learning ability, so that students can change from "learning" to "learning", which meets the requirements of quality education. However, cultivating students' autonomous learning ability will not happen overnight. We need to create the best learning situation for students and guide them to study independently to the maximum extent. We still have a long way to go, and we need to keep exploring and innovating.