新课程改革以来,引导学生自主学习这一教学形式,为中学数学教学注入了新的活力,成为课堂教学改革的一大亮点.但其中也存在一些误区,如有些学校甚至机械地限定了教师一节课讲课的时间,有些教师干脆放手让学生自学,这往往导致学生对问题认识不深刻,课堂低效.首先要明确,学生的自主学习与学生自学是有区别的,学生的自主学习需要教师进行指导,需要教师设计相应的问题,引导学生阅读、实践、探究、交流、提炼和总结,最终深刻地理解教学内容,熟练掌握解决问题的方法.笔者曾做过这样的试验,对“函数的极值”这节课采用了三种不同的授课方法.第一种给学生一节课的时间让学生自学“函数的极值”这节课,要求完成课后的练 Since the new curriculum reform, guiding students to learn this teaching form has injected new vitality into the teaching of mathematics in middle school, becoming a highlight of the classroom teaching reform. However, there are also some misunderstandings. For example, some schools even mechanically limit the number of teachers Class lecture time, some teachers simply let the students self-study, which often lead to students not understanding the problem is profound, inefficient classroom.First, we must make it clear that students’ autonomous learning and student self-learning are different, students need independent learning teachers To guide the students, teachers should design the corresponding problems, guide the students to read, practice, explore, exchange, refine and summarize the final profound understanding of the teaching content, master the methods to solve the problem.The author has done such a test on the “function The extreme value ”This lesson uses three different teaching methods.The first time for students to a class for students to learn “ extremum ”of this class, required to complete the practice of after class