To learn mathematics well in junior and middle schools, we must have our own learning methods, which is an important part of "learning to learn". It is important for students to learn math well, but how to learn it is the first topic. Of course, guiding mathematics learning methods is an important topic of combining theoretical research and practice of mathematics teaching in the new curriculum reform, and it is also a problem faced by every teacher. On this issue, I will talk about a few points: First, the significance of the guidance of mathematics learning methods (1) The necessity of the reform of mathematics teaching methods. For a long time, the reform of mathematics teaching has focused on the research of teaching, but there is often little interest in how students study and how their activities are arranged. Modern teaching theory holds that teaching methods include teaching methods and learning methods, as babanski, an expert in teaching theory in the former Soviet Union, pointed out: "Teaching methods are determined by the coordination of learning methods and teaching methods." That is, teaching methods are restricted by the teaching law of interdependence between teaching and learning. At present, a new development trend of teaching method reform is the combination of teaching method reform and learning method reform, taking the study of students' scientific learning method as the premise of creating modern teaching methods, integrating learning methods into teaching methods, and focusing on the intersection of vertical teaching method reform and horizontal learning method reform. In this sense, the guidance of learning methods should be an important aspect of the reform of teaching methods. (2) The need to cultivate students' learning ability. Edgar faure pointed out in the book "Learn to Live": "The future illiterates are no longer illiterate people, but people who have not learned how to learn." "Teaching students to learn" has become a popular slogan in the world today. Zankov, an educator in the former Soviet Union, regards "let students understand the learning process" as one of the five principles in his new teaching experience system. In other words, students should not only master the learning content, but also check and analyze their own learning process, requiring students to check and correct themselves, evaluate their learning results and optimize their learning methods. The purpose of learning method guidance is to mobilize students' initiative and enthusiasm, stimulate students' interest in learning, help students master learning methods, inspire students' thinking and imagination, cultivate students' learning ability, and provide and create necessary conditions for students to give full play to their intelligence. Of course, every learning method will be different, but they are all similar and vary from person to person, which requires each of our teachers to observe carefully, sum up experience, analyze problems in detail, find problems, verify them in time and improve them in time. (3) better reflect the needs of students as the main body. Mr. Tao Xingzhi, a famous educator in China, pointed out long ago: "I think a good teacher is not teaching, not teaching students, but teaching students to learn." American psychologist Ross also said: "Every teacher should forget that he is a teacher, but should have the attitude and skills of a learning promoter." Experts and scholars brilliantly expounded the idea that students are always the main body of understanding and development in the whole teaching process, and emphasized the importance of taking students as the main body in the guidance of learning methods. The role of teachers in the teaching process is only to provide all kinds of favorable conditions for the development of students' understanding, that is, to help and guide students to learn, to cultivate students' ability and habit of self-study, and to make students change qualitatively from learning. Second, the content of guiding mathematics learning methods 1, forming a good guidance of non-intellectual factors. It mainly includes the guidance of good non-intellectual factors such as learning needs, motivation, interest, perseverance and emotion. 2. Learning method guidance system (1) guides students to form the ability to make self-study plans. (2) Guide students to learn preview ability. Ask students to take preview notes while reading and thinking, so that they can go to class with questions. (3) Guide students to dare to explore problems and gain new knowledge and ability in the process of exploration. (4) Instruct students to take notes and write their own experiences, so that their feelings can be revealed and their thoughts can be expressed. (5) Guide students to memorize effectively and review textbooks. 3. Guide the cultivation of students' learning ability

Including the cultivation of observation ability, memory ability, thinking ability, imagination ability, attention ability and self-study and expression ability. 4. Guide students to take exams, educate students to build confidence, overcome stage fright psychology, and correct the concept of exams. Look at the topic first. Then answer in the order of easy first and difficult later; It is necessary to carefully examine the meaning of the questions, make clear the requirements, and do more without omission; Check and modify carefully. 5. Guide students to form good study habits. Educate students to concentrate on their studies without external interference; Patient and meticulous; Think independently and don't copy other people's homework; Learn to analyze the difficulties in learning and overcome inferiority and pride. Third, the method of guiding mathematics learning. If a person's learning method is proper, the learning effect will get twice the result with half the effort. Therefore, every teacher should try to guide every student's learning methods. The method guidance of mathematics learning is the whole of power system, execution system, control system and feedback system composed of non-intelligence factors, learning methods, learning habits, learning ability and learning effect. Ignoring any of these systems will directly affect the overall function of learning methods. Therefore, it is necessary to guide learning methods from a systematic and holistic perspective, guide students to strengthen learning literacy, form study habits, stimulate learning motivation, guide students to master and form their own personality characteristics and scientific learning methods, and guide students to develop good study habits and improve their learning ability. 1, forming a good guidance of non-intellectual factors, which are the motivation of students' learning. If the positive non-intelligence factors are well developed, students' enthusiasm for learning will last forever. We should give priority to cultivating students' good non-intelligence factors. We can start from the following aspects:

2. Guiding the formation of mathematics learning ability includes observation, memory, thinking, imagination, attention, self-study, communication and expression. The process of learning activities is a process that needs in-depth exploration. In this process, teachers should tap the factors of teaching materials, pay attention to smooth information channels, be good at guiding students to think actively, and let students constantly discover problems or make assumptions, test and solve problems, so as to form the habit of being brave in learning and constantly exploring, and build a golden bridge for students to integrate knowledge with ability and knowledge. Because there are many discussions in this respect, the author only puts forward the following guiding requirements: First, different requirements are put forward for the cultivation of students' mathematics learning ability at different levels; Secondly, according to different learning abilities, combined with mathematics teaching, adopt various methods to cultivate; Thirdly, according to individual differences, teaching students in accordance with their aptitude, cultivating students' mathematics learning ability, and adopting small steps and multi-guidance training; Fourth, promote the development of mathematics learning ability through extracurricular activities and participation in social practice; Fifth, guide students to collect and process information, acquire new knowledge, analyze and solve problems, and exchange and cooperate.