How to cultivate students' inquiry learning ability in Chinese teaching in primary schools

In the "Basic Concepts" part of the new "Chinese Curriculum Standards", it is clearly proposed to actively advocate independent, cooperative and inquiry learning methods. Inquiry learning refers to the learning mode in which students independently discover problems and obtain independent development. In inquiry learning, students discover problems by themselves, explore ways to solve problems, and gain the development of knowledge and ability, emotion and attitude through various learning channels, especially the development of exploration spirit and innovation ability. The main characteristics of inquiry learning are "questioning, practicality, participation and openness". For a long time, in traditional learning, students overemphasized acceptance and mastery when completing learning tasks, ignoring the value of discovery and inquiry, which affected the results and effects of learning. Therefore, changing the single learning style and advocating inquiry learning are the basic requirements of the new curriculum reform. Teachers should combine the psychological and physiological characteristics and cognitive laws of primary school students to cultivate their inquiry learning ability step by step.

First, cultivate the awareness of inquiry learning.

1, arouse the sense of inquiry with curiosity. Piaget, a famous psychologist, pointed out: "Children are active people, and their activities are dominated by interests and needs. All effective activities must be based on certain interests. " Einstein also said: "Interest is the best teacher." To make students have a sense of inquiry, we must first stimulate their interest in inquiry. Pupils are curious about all the knowledge of nature and have a strong thirst for knowledge. Use this function to encourage students to ask more questions. For example, an experienced Chinese teacher instructs students on the first day of school: Chinese learning is very interesting. The teacher believes that students will become good friends with Chinese and you will become smarter and smarter. Can you ask some Chinese questions like the children in the book? The students scrambled to speak, and some said, "Teacher, I want to know how to write your last name?" Some said, "What Chinese should I learn?" Teachers give appropriate encouragement to students after they ask questions, and students' interest in inquiry becomes stronger and stronger. Another example is: "You think wrong". After the students finished writing on the blackboard, they found that the topic of this text was different from the previous one. There are quotation marks on the title. Seize their findings and ask, "Remember, when should quotation marks be used?" According to the students' answers, ask again: "Who said this sentence and under what circumstances?" In this way, students' discovery will stimulate their interest in learning and exploring the content of the text step by step.

2, questioning and asking difficult questions, and enhancing the sense of inquiry. Inquiry consciousness comes from asking questions. Only by being good at finding problems can we explore and solve them. In teaching, it is necessary to cultivate students' "thirst for knowledge" and enhance students' awareness of inquiry. In Chinese, there are many polysemy phenomena. For example, there are two sentences in "Qiu's Lessons": "It took only 20 minutes from launching the charge to the end of the battle." Why use "talent" instead of "ordinary" here? The fire burned on him for half an hour before it gradually went out. Is the word "Cai" in this sentence the same as the previous one? Students know that the two "talents" have different meanings by asking questions. The former sentence means short time, and the latter sentence means long time. The battle soon ended because the soldiers were inspired by Qiu's spirit. Another example is the article "My Uncle Mr. Lu Xun". There is such a passage: "Do you think it is not easy to hit the wall when it is dark all around? Oh! It suddenly dawned on me that the wall is certainly much harder than the nose. No wonder you hit your nose. People here burst out laughing. " Caught people laughing and asked, "Why do people laugh?" "Is Lu Xun's nose really flat?" When students can't find out the results, introduce Lu Xun's life background to students in time, and then discuss it. Students understand that the darkness around them refers to the darkness of the old society. Hit a wall refers to the sense of frustration and persecution when fighting against reactionary forces. After the students fully understood, they continued to ask, "What did you realize when you talked about hitting the wall?" Further make students understand Lu Xun's revolutionary optimism.

3. Encourage unique viewpoints and consolidate inquiry consciousness. In Chinese teaching, students should not easily agree with other people's views, but dare to put forward their own unique opinions through their own independent thinking and judgment, which is conducive to consolidating students' inquiry consciousness. For example, in the lesson "The Poor", a teacher designed such a link that students with different opinions were divided into two groups to debate, express their views and deeply understand the text. Another example is teaching The Fox and the Crow. What do you think of foxes? Most students think that foxes are bad, and some students suggest that foxes are smart and good at thinking. Teachers should affirm different views. But it is not good to point out that the fox did use his brain, but he used deception to achieve the goal of getting something for nothing. Another example is the lesson that the Yuanmingyuan was destroyed. After learning, you can design questions to guide students to discuss: "Now someone proposes to rebuild Yuanmingyuan on the old site of Yuanmingyuan. What do you think of this problem? " After learning the lesson "crow drinks water", ask: Is there any other way for crows to drink water?

Students will gradually form a certain sense of inquiry through accumulation.

Second, teach students how to explore by themselves.

1, let students find and be good at finding problems. After students have a certain sense of inquiry, they will ask questions enthusiastically in class. And some students' questions often stay on some words they don't understand, so they can't ask more valuable questions. Some students can't find any problems at all. In the iron cow fishing class, some students even asked whether the iron cow was dead or alive. In this way, asking questions is not only a waste of time, but also meaningless. So let students know which problems are really helpful to master the content of the text before they can solve them. (1) Find the problem through the text title. Who is absorbed in the article "Concentration"? How did you know that Rodin was absorbed? Some texts find problems at the end, such as On the Road to Emei, the last sentence: Ah, pavers who work hard silently, you are real unsung heroes. Q: What kind of people do we usually call heroes? Why are pavers unsung heroes? (2) Find problems through keywords. For example, in the lesson "Poplar", there is a word called "meditation", which appeared twice in the text. What does dad think of these two meditations? Explain what? (3) Find the problem according to the content required to be previewed in front of the article. In the Chinese textbook for primary schools published by People's Education Press, there is preview content in front of each text, which often exposes problems, so students should be guided to find problems.

2. Guide students to explore and solve problems in various ways. Modern psychological research shows that students' learning process is essentially the same as scientists' exploration process. After discovering the problem, they should analyze and solve it. Solving problems in various ways is the core problem of cultivating students' inquiry ability. Students should be encouraged and helped to try different methods and explore ways to acquire new knowledge suitable for them. This "new knowledge" can be new to everyone, or it can be new to others, but new to yourself. (1) combine reading and thinking to explore the problem. One of the most commonly used methods in Chinese teaching is to understand the text in context, so that students can read it carefully and try their best to find answers from the existing materials. We should guess several answers to this difficult problem and choose the best answer after careful consideration. For example, there is a saying in the lesson "The Yuanmingyuan is destroyed", "The destruction of Yuanmingyuan is an immeasurable loss in the cultural history of the motherland and the world!" This sentence uses two "immeasurable" words in succession to indicate (). The teacher showed three answers for the students to choose from. (1) emphasizes that the destruction of Yuanmingyuan is an incalculable loss in the cultural history of China and foreign countries. (2) Emphasize the immeasurable losses caused by the destruction of Yuanmingyuan in the cultural history of the motherland; (3) Emphasize the immeasurable losses caused by the destruction of Yuanmingyuan in the cultural history of the world. From the line drawing part, we can realize () ① the author's love for the splendid culture of the motherland. (2) The author's hatred for the invaders. ③ The author's love for the splendid culture of the motherland and hatred for the invaders. ④ The author's admiration for the splendid culture of the motherland. Students must read repeatedly to get the correct answer. (2) Combining thinking and exploring problems. After reading and thinking, the answers obtained by students through inquiry may be consistent with the existing answers, or may be inconsistent with the existing answers. This inconsistency may be that the answer found by the students is wrong, or there may be more than one answer. Let the deskmate discuss it at this time. (3) Cooperative discussion and exploration. There is a saying in our country that "three heads are better than one." In Chinese teaching, group cooperation and mutual assistance are often used to guide students to explore learning, which can achieve twice the result with half the effort.

Third, create a good atmosphere for students to explore and learn.

1. Establish a good teacher-student relationship and create an atmosphere of inquiry. In traditional teaching, the relationship between teachers and students is teaching and receiving. It is difficult to form an interactive and cooperative relationship. The new curriculum system requires the establishment of equal dialogue and cooperative understanding between teachers and students. When cultivating students' inquiry learning ability, teachers should bend down and put down their airs to be organizers, guides and promoters of students' learning in the design of teaching objectives and the organization of teaching activities. (1) Kind and affectionate. (2) Give more thumbs up and praise. (3) Find problems and give timely guidance. (4) Teaching students in accordance with their aptitude and learning from each other.

2. Make full use of Chinese comprehensive practice activities to encourage students to actively explore. The new Chinese curriculum standard lists the specific objectives of comprehensive learning in the stage objectives of each learning stage. In Chinese teaching, we should make full use of Chinese educational resources in real life, guide students to carry out colorful Chinese practical activities, broaden Chinese learning channels and actively explore in observation and practice. For example, the tenth practical activity "Creating a Class Book Corner" used the class committee meeting to call on the whole class to establish a class book corner. Librarians take turns in the whole class to discuss how to register books, what kind of library card to design and make, and formulate the book lending system. Through such practical activities, the enthusiasm and initiative of students' inquiry learning are stimulated. Another example is the twelfth practical activity "Do an environmental survey". Students investigate their living environment by investigating people around them, and learn to write investigation reports under the guidance of teachers. Encourage students to explore actively in a series of practical activities.

3. Flexible use of various teaching AIDS to create an atmosphere of inquiry. (1) Multimedia teaching. The intuitive characteristics of multimedia images can easily arouse students' interest and form an atmosphere of inquiry. (2) Open a second class, and set up extracurricular activity study groups such as literature club, photography group and publicity group among students. Teachers should only be staff and audience, creating an atmosphere of inquiry for students. (3) Carry out experimental activities. For example, in the teaching of "two iron balls landing at the same time", let students do experiments to verify the correctness of Galileo's words.

In short, the development of the times requires students to form new ways of learning, and we teachers should shoulder this responsibility, make good use of the position of Chinese classroom, cultivate students' inquiry ability and benefit students for life.