Autonomous learning, as its name implies, refers to autonomous learning that does not obey orders and does not depend on others. Autonomous learning ability refers to a comprehensive ability shown by learners in learning activities. People with this ability are eager for knowledge, can arrange their own learning activities reasonably, have the spirit of hard study, and can scientifically evaluate their learning effects. With certain autonomous learning ability, students are no longer machines that passively accept knowledge, but learning masters who can actively explore knowledge with scientific methods, dare to question and ask questions, and their personalities are fully developed. The spirit of students' active learning needs constant inspiration, teaching and guidance from teachers and long-term and planned cultivation. This is closely related to the leading role of teachers, which puts forward higher requirements for the overall quality of teachers. Therefore, it is very important to change teachers' teaching concepts, establish a correct view of students and a scientific view of quality, constantly update knowledge, and study and discuss related issues. 1. Cultivate students' interest and enhance their subjective consciousness. Teaching is to educate people. Students' acquisition of knowledge is the starting point of their own development, and students' internal factors are the key to acquiring knowledge. Therefore, teachers should first stimulate students' interest. Interested students will not feel that learning is an extra burden and will take the initiative to learn. Teachers' emotions can make students have indirect interest in learning. Students usually like the subjects taught by teachers, so they can study more actively. This requires our teachers to truly regard students as the masters of learning ideologically, and enthusiastically encourage every child to truly become a student's mentor. And in teaching, we should use more brains and various teaching methods to cultivate students' interest in learning. Psychologist Bruner believes that learning is an active process. The best motivation for students to learn is to arouse students' interest in the materials they have learned, that is, the intrinsic motivation from the learning activity itself, which is the psychological motivation that directly promotes students' active learning. As a teacher, we should learn more about education and teaching theory and psychology, arm our minds with science, study textbooks assiduously, and use various teaching methods according to students' characteristics in teaching to stimulate students' learning motivation and cultivate students' learning interest. At the same time, we should skillfully set questions, promote thinking, and let students have interest in exploration; You can also provide students with practical opportunities through operation training, so that they can experience the fun of learning. For example, when teaching the meaning of multiplication, the teacher can compare with the students. When the students calculate step by step, the teacher has quickly given the results, so that the students will have great doubts when answering several questions. Take this opportunity to let the teacher ask: Do you have any ideas when you see the teacher calculating so fast? Students' interest is stimulated, and the excitement of thinking focuses on the teacher's problems, and they are eager for new knowledge. Students enter the new class with doubts, and with interest, they will naturally gradually have the awareness of active learning. 2. Improve teaching methods and guide learning methods. 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, strengthen intuitive operation. Strengthen intuitive operation and guide students to learn abstract and generalized thinking methods initially. Mathematical knowledge is abstract to varying degrees. In order to adapt to students' way of thinking, conform to students' cognitive rules and guide students to abstract mathematical knowledge and principles, it is necessary to provide students with concrete materials, so that students can have a lot of perception and establish appearances through specific operations, which will be the pillar of abstract mathematical knowledge. For example, when teaching "volume and unit of volume", let students make learning tools of "1 cubic centimeter" and "1 cubic decimeter", and put things like sand or rice in the learning tools. You can also ask students to spell "1 cubic centimeter" with learning tools. Through these activities, students can fully perceive what is the volume of an object, the commonly used size of unit of volume, and why the forward speed between adjacent unit of volume is 1000 ... On this basis, let students imagine how big "1 cubic kilometer" is, and guide students to sum up "volume", "unit of volume and the forward speed between them" independently. Through hands-on operation, it is an important method to guide students to gradually learn to summarize abstract mathematical knowledge by letting them know mathematical knowledge intuitively and understand mathematical concepts. 2. Train students' language expression ability and promote the coordination of language and thinking. Train students' language expression ability, guide students to learn orderly thinking and describe their own thinking process correctly. Language is the shell of thinking, and correct thinking cannot be separated from the support of language. Guiding students to explain mathematical problems in an orderly way and express their own thinking process is an important aspect of developing students' thinking and giving full play to their main role. In teaching, we should first pay attention to training students to answer questions in accurate language and guide them to transition from life language to mathematics language; Then, with the help of appropriate mathematical activities, such as hands-on operation or observation of teachers' actual operation, students are guided to express mathematical meaning completely and promote the development of mathematical thinking ability; Finally, guide students to summarize mathematical problems or mathematical principles in concise language, so that students can achieve the consistency of language and thinking. 3. Carefully design classroom questions. Carefully design classroom questions to guide students to learn thinking methods and habits step by step. Carefully designing questions that play an important role in students' understanding and mastering relevant knowledge can promote the development of students' active thinking and associative thinking ability. For example, after learning the area of plane graphics, to make students have a clear understanding of the connections and differences between plane graphics, you can design such a set of questions: What do you find by observing the "edges" of plane graphics you have learned? Taking trapezoid as a reference figure, can it be converted into other figures you have learned? Can the trapezoidal area formula be used to derive the area formula of other figures? Have you gained anything through these changes? These problems urge students to use their brains to find the connection between various figures, grasp the essence, find the similarities and differences of knowledge, activate their thinking and learn useful thinking methods from them. 4, timely guidance and summary timely guidance and summary, so that students consciously use scientific methods to learn. For example, the calculation of parallelogram area can first guide students to recall how decimal multiplication is transformed into integer multiplication. Can the transformation method also be used in the calculation of parallelogram area? Into what graphics? Then organize students to cut and paste and spell to see if they can be converted into rectangles, and then gradually deduce the calculation formula. By analogy, when teaching related knowledge or concepts of geometric figures, we can use transformation methods to guide students to study and solve new problems with the help of existing mathematical knowledge. Long-term training helps students form a certain degree of autonomous learning ability. Third, create an environment for autonomous learning. Child psychologists tell us that children's psychology occurs and develops under the influence of the external environment. To cultivate students' autonomous learning ability, we should also create the best atmosphere for students' autonomous learning. 1. Establish a democratic and equal relationship between teachers and students and attach importance to emotional communication between teachers and students in the classroom. Teachers should be amiable, the language should be infectious, constantly stimulate students' strong thirst for knowledge, encourage students to overcome difficulties in learning, and make students feel positive and nervous and relaxed in class. 2. Provide more opportunities for students to think independently, so that students can really participate in the learning process, from leading students across the river step by step to letting students cross the river by feeling the stones. For example, after teaching fractional division with integer divisor, let students try to do division with decimal divisor. In the process of solving problems, students will naturally think with their brains when they encounter difficulties, and will try to associate what they have learned before, and then the teacher will guide them to solve problems. Another example is: when learning "mixed operation of fractions and decimals", students can try to do examples according to their existing knowledge, and the result may achieve unexpected teaching results. Students' methods will be varied. Teachers can guide students to compare, summarize and summarize in time, so that students can understand the basic methods of solving problems, and at the same time, they can answer flexibly in different ways according to the different characteristics of topics. In this way, in the process of trying to do it, students' autonomous learning ability is cultivated. It is a step-by-step process to cultivate students' autonomous learning ability and let them learn actively. As long as teachers pay enough attention to teaching and insist on training, students' autonomous learning ability will develop with time. Sister Xi, is this okay?