为了解决很多学生不会学习，只会跟着老师的要求走；数学学习的过程中效率极低，投入大量的时间却没有成效等问题，本文针对中学生数学自主学习和数学学习效率展开研究。 本研究采用文献分析、问卷调查、课堂观察、访谈等研究方法来确定“数学学习自主性”与“数学学习效率”的量化结构；明确“数学学习自主性”对“数学学习效率”的影响方式；最后为提高学生的数学自主学习的能力和数学学习效率提出有效的建议。 在本文的研究过程中，利用主成分分析法处理1085份问卷，得到数学学习自主性的模型，学习动机、学习设置、自我调控、外部因素四个维度预测系数依次为：60.88%>15.23%>15.08%>8.81%,学习动机影响最大。 然后，利用相关性分析得出在0.05的显著水平下，数学学习自主性和数学学习效率具有很强的正相关关系（相关系数为0.914，显著性为0.026），由此得到了数学学习效率的刻画模型。与此同时，通过对专业老师的访谈和课堂实录分析被调查学生的实际情况，验证模型的合理性。 研究结果表明：被调查学生数学学习自主性和数学学习效率的水平普遍偏低；不同年级之间差异较大，且随着年级增长呈上升趋势。学生数学学习自主性和数学学习效率的水平与性别无关。

In order to solve the problem that many students do not have the ability to learn by themselves, they are always following the requirements of teachers. In the process of learning mathematics, the efficiency is very low, and a lot of time has been wasted. This paper is aimed at studying the mathematics autonomous learning and mathematics learning efficiency of middle school students. This study uses the methods of literature analysis, questionnaires, classroom observation and interviews to determine the quantitative structure of "mathematics learning autonomy" and "mathematics learning efficiency". It clarifies the influence of "mathematics learning autonomy" on "mathematics learning efficiency" and finally puts forward effective suggestions for improving the students' ability of autonomous learning and efficient learning. In this study, 1085 questionnaires were processed by principal component analysis, and the prediction coefficients of learning dimensions, learning motivation, learning setting, self-control and external factors were: 60.88%> 15.23%> 15.08%> 8.81%, learning motivation has the greatest impact. Then, using the correlation analysis, the study found that there was a strong positive correlation between the autonomy of mathematics learning and the efficiency of mathematics learning (the correlation coefficient was 0.914, the significance was 0.026). On this basis, we obtained the model of mathematics learning efficiency. At the same time, interviewing the professional teacher, analyzing classroom records and investigating the actual situation of students help verify the rationality of the model. The results show that the level of mathematics learning autonomy and mathematics learning efficiency of surveyed students is generally low, and the differences among different grades are large and increase with age. The level of student learning autonomy and mathematics learning efficiency has nothing to do with gender.