Training College Students Grasp Autonomous Learning Strategies to Promote Them Growth

This article, guided by theories such as educational psychology, explores the issue of promoting local college students autonomous learning through infiltrating autonomous learning strategies in Advanced Mathematics courses teaching. In theoretical learning and practical summary, the author found that local college students have learning deficiencies such as incorrect learning methods, weak independent thinking and self-learning abilities. In addition, high-quality higher mathematics learning can provides college students with a lot of opportunity for rational thinking, which helps to cultivate the rational thinking and rational spirit of college students who are in a critical period of rational development. Based on the learning deficiencies of local college students and the advantages of higher mathematics learning, this article proposes four teaching strategies to promote the growth of college students. The first teaching strategy is to clarify the learning objectives of higher mathematics and guide college students to learn independently. This strategy aims to overcome the shortcomings of traditional higher mathematics teaching, such as single content and incomplete teaching objectives. This teaching strategy clarifies the four-dimensional teaching objectives of advanced mathematics, including mastering knowledge, exercising thinking, improving self-learning level, and enhancing creativity. The mastery of knowledge should be achieved through knowledge learning, infiltrating educational common sense, enriching students horizons, enhancing students courage, appreciation, and self-awareness abilities to achieve the six consciousness education. The second teaching strategy is to impart self-learning strategies such as analysis and summarization to promote college students autonomous learning; The third teaching strategy is to provide opportunities for college students to engage in self-directed learning and exercise, such as giving lectures and providing feedback; The final strategy is to evaluate self-directed learning using a self-directed learning scale to ensure learning effectiveness.