On how to create a situation of autonomous learning in Chinese class

"Chinese Curriculum Standards for Middle Schools" points out that "Chinese teaching should create a good autonomous learning situation for students, help students to establish a subjective consciousness, consciously adjust their learning mentality and strategies according to their own characteristics and needs, and explore suitable learning methods and ways." Strengthening autonomous learning and improving teaching quality in an all-round way has become the consensus of all educators. Under the background of quality education, Chinese classroom reform in middle schools is advancing rapidly. Teachers can no longer regard students as containers for passively accepting knowledge, but should make Chinese classroom a platform for students to learn independently, enjoy knowledge and glow with passion for life. To this end, I do this in teaching: First, pay attention to questioning and explore independently. The ancients said, "Learning is expensive, knowing doubts, making small progress with small doubts, and making great progress with big doubts." Doubt is the intrinsic motivation to learn. Human thinking activities are often triggered by solving current problems. In order to make students think in class, we must first teach them to doubt. Teachers should actively guide and stimulate imagination, encourage students to dare to think, question and ask questions, attach importance to the cultivation of students' questioning ability, and then carry out problem-finding teaching to encourage students to explore independently. Let the students read their own questions, discuss with each other and explore and solve them independently. Modern psychology also believes that the fundamental reason of teenagers' psychological development is an internal cognitive need. When students constantly encounter new problems in the process of learning, they will have the desire to explore and learn, thus stimulating their enthusiasm for learning. This kind of teaching is really effective and positive, so autonomy has been developed. Second, hierarchical positioning, different evaluations Since students are encouraged to speak boldly in the new Chinese classroom, it is inevitable that "a hundred flowers will blossom" and opinions vary. This requires teachers to locate scientifically and give different evaluations respectively. For those students who speak positively, articulate and have accurate results, we should fully affirm and encourage praise, let them try the joy of success and stimulate their positive feelings; For those students whose speeches are inaccurate and wrong, teachers should be calm, not impatient, not interrupting, not eager to give correct answers, not mocking or satirizing. Instead, we should lead our thinking in the right direction and then guide them to answer smoothly. In this way, students at different levels will be appreciated by teachers at different levels. Encouraging evaluation language can not only stimulate students to study actively and have a strong interest in the classroom, but also exchange feelings between teachers and students, create a relaxed and harmonious learning atmosphere and enhance students' self-confidence in learning. Teachers' evaluation should also pay special attention to encouraging underachievers to take the initiative to speak, and don't ask too much for the quality of their speeches. This kind of evaluation will make students feel sincere and pertinent, and then produce the psychological impulse of active learning, and enter learning with a good attitude. Third, lock in the goal and follow the rules. The teaching goal is the starting point of Chinese class, and it is also the pointer and essence of a class. Once the goal of a class is determined, the teaching activities of the whole class must always revolve around this goal. Bloom, a famous American educator, also emphasized the importance of teaching objectives. He said: "If you don't want to waste time and energy on unimportant things, it is very important to clearly determine the teaching objectives." Target orientation is to provide students with the scope and space for independent inquiry, so that students can complete the accurate orientation of independent inquiry teaching objectives under the guidance of teachers. The key is the careful preparation of teachers. First of all, teachers should study the teaching materials in depth. In text teaching, it is necessary to find out the connection and difference between the "point" of each article and the "face" of the whole teaching mode, so that every "point" with bright colors can be contrasted, set off, circulated and intertwined with each other, and finally form a tight, compact and systematic "face" module. This lesson preparation design is convenient for students to save time in the process of autonomous learning and has high efficiency. Secondly, understand the students and proceed from their reality. Students' ability, foundation, hobbies and even behavior habits must be considered by every responsible Chinese teacher. Generally speaking, teachers will teach students what they need to learn and what they can learn. Without this link, the whole Chinese class will really catch sparrows with closed eyes and the blind touch the elephant. Without good results, students' autonomy will be limited. Fourth, interest promotes and stimulates enthusiasm. "All mental work depends on interest." This is expounded by Piaget, a famous psychologist. Interest is the best teacher, and learning interest is an efficient catalyst to promote learning activities, which has become an axiom in people's minds. In Chinese class, it is very necessary for Chinese teachers to be interest-oriented, stimulate students' enthusiasm for autonomous learning and improve learning efficiency. Imports should be novel and unique. A good beginning is half the battle. The introduction of a class can be exciting, exciting, stimulating students' interest and strong thirst for knowledge, which basically lays the atmosphere of autonomous learning in this class. Classroom lead-in is generally determined by the situation and the content taught. Literary texts mainly focus on story introduction and artistic conception introduction, while practical texts pay more attention to facts and often use conversations or comments. Essays or argumentative essays that emphasize knowledge and reasoning often use metaphor introduction and argument introduction more. In a word, the enthusiasm of students for autonomous learning is very different in the well-designed introduction class. There are various teaching methods. It is difficult to arouse students' enthusiasm for learning in a scripted and lifeless Chinese classroom. Only by various means can teachers make the classroom flexible and happy can they arouse students' enthusiasm for autonomous learning. Such as inspiring imagination, comparing similarities and differences, reading in different roles, drama performance in textbooks, and various media such as tape recorders, video recorders, physical wall charts, PPT, etc. , forming a variety of sensory stimuli, sweeping away the boring of students' single study. Li Bai's "Difficult Road to Shu", such a trip is more difficult than climbing the blue sky! With a few scenic pictures of Longmen Mountain in Qinling Mountains, students' imagination will depend on the situation and their memory will be fast and long. Fifth, create situations to skillfully guide students to change passive learning into active learning, and create various ways to stimulate students' autonomous learning, stimulate students' subjective consciousness, and cultivate learning and inquiry habits. Cultivating students' autonomous learning ability is not to ignore the dominant position of teachers and obliterate their leading role. In the process of teaching, "teaching" and "learning" should be paid equal attention. Only when teachers give reasonable guidance and give full play to their leading role can students overcome randomness and blindness, and autonomous learning is meaningful and valuable. In Training 100 of Reading and Writing Training, when students were delighted to learn that Training 100 was a sequel to The Race between the Tortoise and the Rabbit, the teacher guided them: "Students, do you want to design a sequel to The Race between the Tortoise and the Rabbit? Guidance is like a ray of light, igniting the sparks of students' thinking. Under her clever guidance, students' independent inquiry is unique: some design the pride of rabbits, some design the honesty of turtles, and some imagine them working together in Qi Xin ... Sixth, create an atmosphere, stimulate the emotional learning process, and infiltrate students' cognitive and emotional activities based on people's overall psychological activities. Traditional teaching often ignores emotional factors in teaching and limits vivid and complicated teaching activities to fixed and boring knowledge transfer. The new curriculum standard requires people-oriented, emphasizing that emotions, attitudes and values must be organically integrated into classroom teaching and become the soul of the teaching process. Therefore, in the teaching process, teachers should put the cultivation of students' learning emotions in a brand-new position, so as to promote students' enthusiasm, initiative and willingness to learn. How to stimulate emotions? Motivation usually produces good learning results. In classroom teaching, teachers should create specific learning situations and create specific learning atmosphere according to the teaching content and students' age characteristics, effectively stimulate students' desire for knowledge, stimulate their enthusiasm and initiative for autonomous learning, and generate their motivation for autonomous learning. Teachers' vivid reading, gripping introduction, stories full of childlike interest, performance guidance of text situational drama, organization of students' games in class and application of multimedia means are effective ways to create situations. Seven, teacher-student interaction, * * * participation in the teaching process is the process of teacher-student interaction and positive interaction, and it is the organic unity of teacher teaching and student learning. To some extent, in the past, students didn't take the initiative to learn and were tired of learning, not because they didn't want to learn, but because our teachers didn't want them to learn-they were worried about the quality of teaching and just "irrigated"-they only saw themselves and fundamentally ignored the subject of education. Therefore, in the teaching process, we should realize that students are the main body and living people. Teachers and students should learn from each other, establish a close teaching relationship, and cultivate students' awareness of cooperation, participation and challenge. Only in this way can we change the passive situation of students in previous teaching and fully mobilize their learning enthusiasm. When teaching the article "Looking at the weather from the clouds", I actively enlightened them: "I really want to look at today's clouds and judge the weather in recent days. Would you like to compete with me for accuracy? "Students are very willing to compete with teachers, and their willingness to study the cloud immediately becomes very strong, so they independently discover and explore the characteristics and appearance of the cloud. Eight, open and diverse, practice and innovation Traditional teaching is too closed. Giving students more opportunities for autonomous learning and practice is the responsibility given to teachers by the new curriculum reform. Teachers are busy with knowledge, and students lack the challenge of wisdom and the stimulation of curiosity, so classroom teaching becomes dull, not to mention the exertion of students' autonomy. Classroom teaching should not be a closed system, let alone stick to the existing fixed procedures. Teachers and students should actively create practice, be brave in innovation, be open and diverse, and exceed the predetermined teaching and learning goals. Teachers encourage students to understand and think about books themselves and return to their own lives. Each of our teachers should break the closed teaching content and prepare lessons in an open way; Break the unchangeable open teaching form; Break the rigidity of teaching methods and make bold and independent innovations. Learning knowledge in practice, exploring in practice, and using various means to germinate students' methods and ways to explore and solve problems independently provide a premise for the classroom to play its own role. In short, the promulgation and implementation of the new curriculum standards have brought new opportunities to our Chinese teaching reform. How to advocate autonomous, cooperative and inquiry learning style is still an important task for our Chinese teachers, which needs further exploration and discovery.