"Autonomous learning" is a relatively new research topic in current mathematics teaching. It means that students actively participate in the whole learning process under the guidance of teachers, use their hands and brains, be lively and lively, show a strong desire for knowledge, and actively acquire knowledge through participation. Mr. Tao Xingzhi believes that a good teacher is not teaching, not teaching students, but teaching students to learn. This fully shows that teaching should not only let students "learn", but also let students "learn" to meet the needs of each student's lifelong learning development and cultivate students' desire and ability for lifelong learning. The new curriculum standard clearly points out that "students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning." Therefore, the design and implementation of classroom teaching must reflect the independent educational concept, guide students to actively participate in the learning process of acquiring knowledge, not only let students master mathematics knowledge, but also cultivate students' ability to acquire knowledge independently and innovative spirit, maximize students' physical and mental potential and promote students' active and all-round development. So, how to cultivate students' autonomous learning ability in mathematics classroom teaching? Let's talk about some experiences based on the practice of mathematics classroom teaching. First, stimulating interest is the premise of cultivating students' autonomous learning. Piaget, a famous psychologist, pointed out: "Children are active people, and their activities are dominated by interests and needs. All effective activities must be based on certain interests. " 1, rational use of game-assisted teaching in life In primary school mathematics teaching, after repeated experiments and teaching theory research, rational use of game-assisted teaching can get twice the result with half the effort. For example, when I teach the section "Understanding Time" in the second grade of primary school mathematics (Volume II) of the Western Normal University Edition, let the students feel how much they can do in one minute, let a skipping expert in my class perform skipping live, and the rest of the students count together, so that the whole class will suddenly become active. It not only stimulates students' interest in learning, but also allows students to successfully experience the concept of one minute. At the same time, let students understand that one minute can do a lot of things, and take the opportunity to further educate students to cherish time and understand the truth that "time is life". 2. Creating scenarios to stimulate students' interest in learning Using intuitive images and specific materials to create teaching scenarios such as questions and stories in the classroom can stimulate students' curiosity about knowledge and thus improve their interest in learning. For example, in the lesson of solving problems, I introduced the new lesson like this: "Children, spring is coming, plum blossoms are blooming, peach blossoms are blooming, and even the grass is secretly laughing." On this beautiful spring day, XX Primary School will organize everyone to visit Zizhu Park. Are you happy? " By creating vivid poetic artistic conception and vivid language, mathematics content is endowed with certain life color, thus stimulating students' interest in learning mathematics. 3. In mathematics teaching, riddles or jingles are often used to improve students' interest in learning. In a demonstration class, the teacher introduced "knowing the time" with the riddle of "alarm clock", which aroused students' interest in learning at once. When I was teaching the understanding of "greater than sign and less than sign" in senior one, I knew that this class was a bit difficult for senior one students, and the two symbols were easily confused. Let the children tell each other how you met each other. Can you make up a few sentences and say them while acting, so as to remember their characteristics? The child's mood suddenly rose, and the whole class suddenly became warm. It is the collective wisdom of teachers and students that the left image is bigger than the right image and the right image is smaller than the butterfly flying. On the basis of performance and singing, children immediately understand the symbols of greater than and less than correctly. Second, the basic way to cultivate students' autonomous learning Darwin has a proverb: "The most valuable knowledge is the knowledge about methods." To cultivate students' autonomous learning ability, we must also improve teaching methods and guide learning methods in teaching. It is better to teach people to fish than to teach them to fish. In order to make students actively learn knowledge, the key is to teach students learning methods and strategies, let them gradually master the correct thinking methods, cultivate their mathematical ability of induction, comparison, analysis, synthesis, abstraction and generalization, and gradually master learning methods, so that students can truly become the masters of learning. 1. Asking students questions is the basis of cultivating students' autonomous learning, which comes from thinking and suspicion. Students' thinking often begins with questions. Asking a question is often more important than solving a problem. Teachers should allow and encourage students to have their own unique understanding of the content and their own unique explanations of the problems. A wise teacher should not only take "solving doubts" as his bounden duty, but also play a leading role in the process of students' questioning, and encourage students to boldly ask questions that they don't understand in their studies, so as to finally understand. 2. Hands-on operation is the basic way to cultivate students' autonomous learning. Psychological research shows that the development of children's thinking is the process of transforming external activities into internal activities. Therefore, teachers should try their best to provide students with perceptual materials for autonomous learning, strengthen intuitive operation, and guide students to learn abstract and generalized thinking methods initially. Let students feel a lot through specific operations, and establish representation as the pillar of abstract mathematical knowledge. For example, in the teaching of "How much do you know", I visualize the mathematics knowledge I have taught, and let the students use their own square paper to fold out a quarter. The more ways, the better The students quickly folded out several common ones. I continued to ask, "Are there any other folding methods?" After a while, two new folding methods were discovered. Fold the square paper in half to get a rectangle, and then fold the rectangle diagonally to get a small triangle with a quarter square; Fold the square paper in half to get a rectangle, and then fold any two opposite vertices of the rectangle in half. At this time, the small trapezoid is also a quarter of the square. 3. Group cooperative learning is an important way to cultivate students' autonomous learning. "Group cooperative learning mode" is an important way to achieve this goal. "New Curriculum Standard" clearly points out: "Effective mathematics learning activities can't rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." Therefore, group cooperative learning is the requirement of mathematics teaching activities endowed by the times. Effective group cooperative learning activities in mathematics teaching can cultivate students' good cooperative learning habits. 4. Life practice is the guarantee of cultivating students' autonomous learning ability. Mathematics comes from life and is applied to life. According to children's psychological needs and the law of mathematics teaching, mathematics teaching must be based on students' cognitive level and existing knowledge and experience, so mathematics teaching must be closely linked with life, so that students can really master mathematics knowledge. Mathematics teaching without life will become water without a source and wood without a foundation. For example, when I was teaching "solving problems" in the first class of mathematics in the third grade of primary school, I designed an activity: "learning to be a master", and the virtual activity place was a famous local supermarket. The students are full of interest in activities, and the atmosphere of group discussion is also very strong. They all actively participated and spoke, and solved the problem easily and naturally. Under the guidance of the teacher, they found and solved some problems independently. 5. Independent inquiry is an extension of cultivating students' autonomous learning ability. The important goal of primary school mathematics reform is to change the way students learn mathematics. The Curriculum Standard for Primary Mathematics emphasizes that effective mathematics learning activities can not only rely on imitation and memory, but also practical practice, independent exploration and cooperative communication are effective ways for students to learn mathematics. Teachers should change their roles and become real organizers and guides, so that students can actively explore, find solutions to mathematical problems and discover mathematical laws. Therefore, teachers should be good at choosing valuable questions to guide students to discuss, so that students can experience the process of knowledge formation and explore independently. Third, let students learn to study independently, and continue their enthusiasm for autonomous learning after they are willing and willing to use autonomous learning to teach. Teachers should not only stimulate and maintain students' enthusiasm for participating in the classroom independently, but also effectively extend generate's enthusiasm for participating in the classroom after class, so as to urge them to actively explore the mysteries of mathematics knowledge after class, so as to experience the charm of mathematics knowledge, further stimulate their strong interest in learning mathematics, and keep students in an atmosphere of active and conscious participation from one class to another. Some creative proposals will immediately arouse students' enthusiasm and stimulate a lot of enthusiasm for participation after class. Only when students take the initiative to explore, can their study really achieve twice the result with half the effort and truly appreciate the charm of mathematics. What students feel is no longer boring topic learning, but lively and interesting independent inquiry learning. The ultimate goal of learning is not only to let students learn knowledge, but more importantly, to let students master learning methods in the learning process. Learning method is the basic element of learning ability. To improve students' active learning ability, teachers must strengthen the guidance of students' learning methods, help students master scientific methods, and let students change from "learning" to "learning". To sum up, primary school mathematics teaching should take students as the main body, actively cultivate students' autonomous learning ability, let students take the initiative to learn, and truly realize the fun and practicality of mathematics learning. Only by making students discover and like mathematics, actively acquire knowledge and solve problems, can the quality of students be improved to the greatest extent.