I want to see more information! I. Proposition of the topic For a long time, in order to cope with the highly competitive entrance examination, mathematics teaching in China has paid too much attention to the methods and skills of conclusion and proof. This is a kind of mathematics teaching that falls into a misunderstanding, which ignores the cultivation of students' internal drive, mathematical ability and mathematical cultural accomplishment. The new curriculum standard holds that autonomous learning is an important way for students to learn, and learning to learn is one of the important goals of the new curriculum. How to embody students' autonomous learning in mathematics teaching and realize the goal of learning to learn is also an important purpose of our research. Therefore, how to change students' learning style from "accepting learning" to "autonomous learning and cooperative communication" has become a problem that teachers must think about. This is the background of this research. 1. We find that many math classes pay more attention to the conclusion of knowledge, but not enough attention to the formation process of knowledge, lack of effective problem design, and lose many opportunities for ability training and exercise. We mistakenly think that classroom teaching time is tight and ability training is slow, so it is not as affordable as "intensive teaching and more practice". When preparing lessons, teachers pay more attention to the design of knowledge consolidation training. Under the guidance of this idea, teaching design often only stays on the requirements of knowledge content, but can not take into account the cultivation of students' ability and the improvement of students' quality, let alone teach students to learn. 2. The "exam-oriented mode" characterized by one-sided pursuit of scores is widespread in mathematics classroom teaching. Junior high school students are overburdened with homework, lack of subjective consciousness and participation ability, lack of original spirit and responsible attitude, students have no time and space to think, passively listen to teachers, and students can only make tape recorders, which is not conducive to the development of students' thinking and the formation of students' active learning attitude. Modern educational theory holds that the process of students learning mathematics is a process of constantly absorbing new knowledge and constructing new knowledge; Students can learn mathematics effectively only through their own operational activities and active participation; The formation and development of students' personality mainly depends on the formation of students' subjective consciousness and the cultivation of their active participation ability. The essence of educational practice lies in the development of students. Therefore, we explore how to guide students to participate in the learning process independently. We should not only let students learn, but also guide them to learn actively and creatively. In classroom teaching, we should establish an educational concept based on students' development, take the improvement of students' learning ability as our responsibility, guide students to deeply understand the process of knowledge development with their mouths, hands and brains, make learning knowledge an exploration activity, and let students experience the formation process of new knowledge themselves, not under the instruction of teachers. Therefore, it is necessary and feasible to determine the construction and practice of "autonomous learning" classroom teaching mode in junior high school mathematics. Second, the definition of subject is 1. We believe that autonomous cooperative learning is based on students' individual independent learning, and students' members cooperate with each other to achieve their learning goals. Autonomy is the basis of cooperative learning, and cooperation is the way and method of autonomous learning. In the process of cooperative learning, teachers and students respect each other, cooperate with each other, and students help each other, depend on each other, solve problems together, and accomplish group learning goals together. On this basis, it is a learning strategy to let students explore knowledge through independent cooperative learning and cultivate their ability of understanding, analyzing, sorting out, synthesizing, cooperating and innovating. So as to form a learning style with individual uniqueness under common characteristics. 2. The essence of educational practice lies in the development of learning. In the classroom teaching of students' autonomous learning, we should first pay attention to whether students have mastered mathematics knowledge, skills and abilities, so as to lay the foundation for students to move towards society and lifelong learning in the future; Second, we should deal with the relationship between subject and object in learning. The development of students depends to a great extent on the formation of subjective consciousness and the cultivation of active participation ability. In classroom teaching, we should pay attention to let students learn how to acquire mathematical knowledge by themselves, learn the ability to actively participate in mathematical practice, and learn the basic mathematical ability and creative ability that can be used for life. Third, the theoretical basis 1. Cognitive subject theory: Modern teaching theory holds that students, as the subject of cognitive activities, are also active subjects with personality. Therefore, in teaching, teachers should not only pay attention to science, laws and students' activities, but also pay attention to the acceptance and creation of emotions, pay attention to meeting students' psychological needs, and put the leading role of teachers on guiding students to learn actively. Teachers should decentralize, create conditions for students to actively participate, fully mobilize students' autonomy and initiative, give play to students' learning potential, and let students think independently, explore independently and explore cooperatively. 2. Motivation theory: Maslow, a famous psychologist, put forward the theory of human needs. He believes that everyone has the need to realize self-worth, so we should create opportunities for students to realize self-worth in teaching, let them experience the joy of success, stimulate students' enthusiasm, and turn it into learning motivation. 3. Collective Incentive Theory: In the cooperative exchange group, students who have no intelligence level, knowledge structure, way of thinking and cognitive style can inspire each other, learn from each other's strengths, realize the collision between thinking and wisdom, and thus produce new ideas! Secondly, cooperative collective learning can produce students' sense of self-esteem and self-respect. So that the collective behavior can be transformed into the collective, group and individual behavior of students. Students' learning can not be limited to accepting teachers' one-way biography, but should be a process of interactive communication and evaluation between teachers and students. Carol Roger Stalin, an American educator, believes that teaching is an experience process for students in good interpersonal relationships. It has no established purpose, but helps students understand the meaning of experience by generating and solving problems by themselves, thus effectively influencing behavior. Four. Research Content With the increasingly urgent demand for high-quality talents with social development, changing learning methods and promoting quality education have become the main theme of China's education reform. Classroom teaching is the main position to implement quality education. Constructing "autonomous learning" classroom teaching mode and organizing classroom teaching with this mode can not only promote the renewal of teachers' educational teaching concept and the improvement of educational teaching behavior, but also cultivate students' innovative spirit and practical ability, and promote students' independent development, thus becoming a development in line with "three aspects" 1. Cultivating students' personality development needs through autonomous learning and cooperative exchange learning puts forward new education and teaching requirements for us. Therefore, we believe that in order to cultivate students' innovative consciousness, innovative spirit and innovative ability, and cultivate students' positive and healthy development of good personality, it is necessary to implement learning guidance strategies suitable for students' individual development and social development. Teachers should establish the idea of serving students, take students as the center and serve them wholeheartedly. Establish the concept of helping students learn, establish the relationship between teachers and students, let students participate in both learning and teaching, and enhance their sense of ownership. As participants in learning, teachers should actively share their feelings and ideas with students. Teachers should create lively teaching situations. Combining other teaching resources and extracurricular activities can broaden students' horizons, enrich their knowledge and emotional experience, and provide opportunities for practice, thus cultivating their good personality of active innovation, active exploration and mutual cooperation. Construct knowledge, master the methods to solve problems, and promote students' good development in three aspects: rationality, emotion and experience in the process of independent cooperative learning and inquiry. We believe that autonomy is the basis of cooperation, and the whole work is the form and way of autonomy. Cultivating the spirit and ability of inquiry is the purpose of autonomous cooperative learning. Its core idea is to take the development needs of all students as the center, students' active participation as the way, and students' personality development as the goal, so that students can develop vividly and actively in participation, so that students at different levels have equal opportunities for participation and development. 2. Theoretical Significance of this study The theoretical significance of this study lies in constructing an "autonomous learning mode" which conforms to the requirements of quality education and modern educational ideas, not only follows the laws of students' physiological and psychological development and cognitive characteristics, but also reflects the characteristics of mathematics and the actual teaching structure of mathematics classroom, promotes the further implementation of quality education, develops the teaching ideas of "people-oriented" and "discovery learning", and further expands the theoretical connotation of constructivism. The practical significance of this study lies in creating a democratic and harmonious learning atmosphere, liberating students' time, space, hands and brain, helping students to build their own cognitive structure, completing the psychological activities of self-determination, self-evaluation and self-realization, and effectively cultivating students' innovative spirit and practical ability. 3. The basic mode of classroom teaching To implement quality education, teachers need to change their teaching concepts, straighten their own positions and restore students' status as masters. Give full play to teaching democracy, handle the relationship between teachers and students, and create more opportunities for students to think, do and speak. According to the characteristics of first-year students, we adopted the teaching structure of autonomous learning, and put forward a basic teaching model: exploratory learning-feedback questions-autonomous learning-guided summary. This model highlights students' dominant position. Students directly participate in mathematics activities (mainly mental activities) in class, realizing the occurrence, development and formation of knowledge, and actually completing a complete cognitive process, which is conducive to cultivating students' research and summary ability. This teaching mode puts forward higher requirements for teachers, requiring teachers to change "teachers" into "creators", increase investment in preparing lessons before class, dig deep into teaching materials and constantly improve their ability to control teaching materials. In class, we should be good organizers, guides and collaborators, and study and explore the process of knowledge generation and development with students, which is conducive to stimulating students' interest in learning, improving students' attention and effectively controlling after class. 4. According to the principles of guidance, scientificity, integrity and operability of evaluation, a reasonable evaluation system of autonomous cooperative learning is established, and efforts are made to realize the individualization of students' personal values, the concretization of learning contents, the activity of learning methods and the diversification of evaluation methods, combining formative evaluation with summative evaluation, combining qualitative evaluation with quantitative evaluation, and combining self-evaluation, mutual evaluation and other evaluations. According to the obvious differences between students in mathematics learning, our research group focused on the longitudinal comparison of students' self-development and designed the following evaluation table: 5. Research process 1. Theoretical learning is a guide to the implementation of educational behavior. The members of the research group have studied a large number of books on teaching theory, such as teaching psychology, new curriculum standards, entering new curriculum, and cultivating and improving educational research ability, and collected relevant materials. 2. The members of the research group determined the experimental class and the control class, and obtained the first-hand information through questionnaires and conversations with students in their respective experimental classes. On this basis, they made a detailed overall research plan and experimental steps, and reported them to the project plan. During this period, we often go out to learn advanced mathematics teaching experience. Meng Bo, the leader of the research group, is a member of the municipal curriculum reform center group and often participates in the new curriculum training and curriculum reform discussions at the provincial and municipal levels. Other members went to Changzhou No.24 Middle School, Changzhou No.1 Middle School, Wujin Huang Qian Middle School and Danyang Middle School. It is necessary to study and use advanced teaching theory to guide mathematics teaching practice. 2. Initially form a mathematics classroom teaching mode, so that students can adapt to this new teaching method and teaching mode and form effective learning strategies. In practice, we should pay attention to cultivating students' interest in learning and a series of good habits such as preview, review and being good at asking questions. Within the research group, every activity has an open class with member teachers, and the participants discuss the problems existing in practice together and propose solutions. Strictly follow the activity plan and have regular activities once a month. Each activity has a clear theme and is recorded by a special person, and the implementation of the theme is summarized intermittently. Summarize the experiment of project research in the first academic year, and gradually improve the project teaching mode, so that students can develop good thinking habits and have certain learning ability. It is necessary to adjust the time allocation of each link in the model, train the depth and breadth of thinking, and improve the teaching methods that are not conducive to developing students' thinking and cultivating students' innovative ability in the teaching process. Each member of the research group takes his own class as the experimental object and carries out research activities in strict accordance with the plan; Quantitative analysis of test results; Work together to study the evaluation of mode application, formulate a relatively perfect evaluation system, thus improving the teaching mode and forming the operation strategy and successful experience of mode application. 3. Exchange and summarize some practices of classroom mode, comment on each other and put forward suggestions for improvement. Set up research classes and demonstration classes to promote successful practices. Ask relevant personnel to give guidance in theory and practice, improve, adjust and perfect the research of the subject, and constantly test the effect of the experimental class. At the same time, the research group organizes teaching research to keep abreast of the teaching situation and master detailed information; Finally, under the guidance of experts, the research of the subject is summarized in stages and the interim report is completed. After a period of exploration and practice, students have obviously changed, their interest in learning mathematics has become stronger, more students raise their hands to ask questions in class, more and more people actively express their opinions, and more students are willing to share their discovered mathematical knowledge with you. 1. Enhance students' subjective consciousness. Through one year's experiment, students' subjectivity and initiative have been brought into full play, from in-class to out-of-school, from collecting, sorting and describing information, to establishing models and solving mathematical problems, which highlights students' subjective status in all directions; Students' independent exploration, active participation and cooperative learning fully reflect the initiative of learning. 2. Improve students' practical ability. In practice, we pay attention to guiding students to learn mathematics from life practice and content they are interested in, and use the learned mathematical knowledge to solve common practical problems, so as to turn the learning process of mathematics into a process of practice, inquiry and application for students. In this process, students should not only use their hands and mouths, but also use their eyes and brains to participate in learning activities with various senses. In the training of operation demonstration, independent exploration and mutual learning, students' ability to ask, analyze and solve problems is improved, and their practical ability to learn and use mathematics in life is enhanced. In this training and learning, good mathematical quality is gradually formed. In the previous mid-term and mid-term exams, the average scores of all grades were among the best in the city. 3. Improving teachers' quality In the research and practice of exploring the construction and practice of "autonomous learning" classroom teaching mode in junior high school mathematics, teachers not only improved classroom teaching efficiency, but also improved their own teaching and scientific research quality. Through a series of discussions, learning the latest education and teaching theories and attending expert lectures, the members of the research group improved their theoretical literacy, published 25 papers and won prizes in various paper competitions. Among them, the paper "Cultivating Students' Innovative Thinking in Mathematics Teaching" won the second prize of Jiangsu Excellent Education Paper; The paper "Research on the Correlation between Middle School Students' Gender and Mathematics Learning" won the second prize in Jiangsu Province in the "Teacher's Cup" paper appraisal; Papers such as Creating a Good Atmosphere to Promote Students' Active Development, Cultivating Students' Autonomous Learning Ability and Emancipating Students' Thinking, Counterexample Teaching in Junior Middle School Mathematics Teaching and the Role of Emotional Intelligence in New Curriculum Mathematics Teaching won the third prize in Jiangsu Province. The thesis "Creating mathematical problem situations to cultivate students' ability to explore and innovate" and "Effective ways to improve teaching quality-feedback and correction" won the second prize of Jiangsu Excellent Education Paper; The thesis "Construction and Practice of Constructivism Learning and Self-regulated Learning in Junior Middle School Mathematics", "Analysis of Mathematics Teaching under the New Curriculum Concept", "Counter-example Teaching —— A Bright Spot in Classroom Teaching", "On Hierarchical Teaching under Quality Education", "On the Cultivation of Students' Scientific Inquiry Ability in Mathematics Teaching", "The Importance of Intuitive Thinking in Mathematics Teaching" and "Quality Education" won the "On the Cultivation of Students' Thinking Quality in Mathematics Teaching" The thesis "Using Emotional Intelligence to Tap Students' Potential" won the first prize of Changzhou Annual Meeting Paper Appraisal; The thesis "On the Cultivation of Students' Thinking Quality in Mathematics Teaching" won the first prize in liyang city. The thesis "On Mathematics Constructivism Learning under Quality Education", "Problem Design-An Effective Way to Cultivate Students' Thinking" and "Cultivating Students' Autonomous Learning Ability by Using Trial Teaching Method" won the second prize of liyang city Annual Meeting. The paper "A Preliminary Study on the Learning Style of Independent Inquiry and Cooperative Communication", "Intuitive Thinking in Teaching" and "Talking about the Learning Style of Independent Inquiry and Cooperative Communication" won the third prize in the paper appraisal of liyang city Annual Meeting. Mathematical culture paper 12, talking about cultivating students' creative thinking, talking about common teaching methods in mathematics teaching, and exchanging them in liyang city Mathematics Annual Meeting or campus respectively. Published 4 papers in professional magazines at all levels. Among them, the paper "On the Creation of Problem Situations in Mathematics Teaching" was published in Journal of Changzhou Normal University, No.9, 2003; The thesis "Exploration and Practice of Mathematics Constructivism Learning" and "Establishing the Quality Education View of Junior Middle School Mathematics Teaching" were published in the sixth issue of Journal of Suzhou University of Science and Technology in 2004. The paper "Mathematics Teaching under the New Curriculum Concept" was published in "Hope Monthly-Education Forum". Participate in the preparation of 7 teaching AIDS. Among them, Jiangsu Education Publishing House published the first volume of the seventh grade national standard innovation loose-leaf course training and the first volume of the seventh grade mathematics learning guide; Click "Famous Teacher" published by East China Normal University Press; Jilin Education Publishing House published "Four Guides in Classroom" and "Four Steps Training"; The first and second volumes of One Lesson and Three Habits published by Huangshan Bookstore in the eighth grade. At the same time, teachers also actively participated in the selection of open courses and excellent courses in schools, movies and cities, and achieved good results. For example, Chen Hong won the third prize in the selection of excellent courses for young and middle-aged teachers in liyang city; The city-level open class offered by two teachers, Zhou Pingjuan and Zhou Jiuxing, has also been well received by experts and peers. Meng Bo, Zhou Pingjuan, Yang Jinhua, Xiao Fang and Zhou Jiuxing were respectively awarded the fifth batch of academic leaders, backbone teachers and teaching rookies in liyang city. Through the research of this topic, we should further update the teaching concept of experimental teachers, aim at improving students' literacy, further establish a student-oriented development concept, improve teachers' theoretical level and teaching ability, establish a student-oriented development concept, attach importance to teachers' understanding of their own status changes, gradually transition from the role of "soloist" to the role of "accompanist", respect students, trust students, pay attention to their choice, adaptation and possibility, and respect students. Teachers can consciously put themselves in the educational situation with the mentality of researchers, examine the theory and practice of creative education with the eyes of researchers, correctly position teaching, rationally integrate scientific research, actively absorb new knowledge and theories provided by teaching science, and carry out various teaching reform practices and research projects in depth, which has accelerated the transformation from "experience-oriented" to "scientific research-oriented" and made our young teachers grow rapidly.