The ultimate goal of teaching 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". Autonomous learning-students actively participate in the whole learning process under the guidance of teachers. They are active and lively, showing a strong desire for knowledge, and actively acquire knowledge through participation.

First, let students review their learning process.

Teachers are often easily satisfied with students' correct answers. If several students answer a question and one student answers it correctly, the problem will be solved. As for why this student got the right answer and why other students got the wrong answer, I won't explore it. Because students only know what it is and don't know why. I did the right thing this time, but I may not do it next time. Especially when the conclusions of several students are inconsistent, teachers should seize the opportunity to inspire students. How did you know? What is your thinking process? This will not only enable students to effectively summarize their own learning process, but also play the role of class exchange and learning. Cultivate students to be good at reflection in their study.

Second, guide students to find the reasons for their mistakes.

Students will inevitably make such mistakes in their studies. Apart from accidental negligence, these mistakes usually have psychological or thinking deficiencies. Teachers should study the causes of students' mistakes, and then guide students to find and eliminate them first. If a student can find the cause of the mistake and correct it, it means that he has mastered the correct learning method.

Every student has a different learning process, and the learning methods used in the same learning process are also different. Guiding students to communicate and summarize the learning process can not only complement each other, but also optimize each student's learning methods. For example, calculate how much 36+47 equals. Some calculate 36+40+7=83, some calculate 30+47+6=83, some add one and ten, and some calculate 36+50-3=83. Then the teacher asked the students to compare which one was the easiest. This kind of communication enables students to acquire scientific learning methods, from "learning" to "learning".

Third, give students the opportunity and time to study independently.

In order to let students learn independently and actively, teachers must create an environment, opportunities and time for students to learn independently. 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.

Give full play to students' autonomy, let students and their good friends find rules and recite formulas, and find opponents to compete. The whole class is full of students' interests and the classroom atmosphere is warm.