How can teachers give full play to students' autonomy in comprehensive Chinese learning in primary schools?

The comprehensive study of primary school Chinese makes us realize that primary school Chinese teaching is no longer a closed-door state, and the classroom is the only information source, the teacher is the only information transmitter, and the classroom is the only place for information exchange. The comprehensive study of Chinese in primary schools aims at strengthening the connection between Chinese courses and other courses and life, and promoting the overall improvement and coordinated development of students' literacy. Then, how can teachers give full play to students' autonomy in comprehensive Chinese learning in primary schools? The following are my views: First, the degree of lower control refers to the degree of control of teachers over the teaching process. The degree of control is high or low. High control means that the teacher completely controls the teaching, and the materials, steps and methods used are all decided by the teacher, so the students are in a completely passive position. A concept corresponding to the teacher's degree of control is the degree of freedom of students, which refers to the degree of autonomy of students in the teaching process. Obviously, teachers' high control means students' low freedom. ? The content of Chinese comprehensive learning is life-oriented, not limited to classrooms or textbooks. It is a teaching activity with low teacher control to give full play to students' autonomy in learning. In this kind of teaching, students take what they are interested in as their learning content and choose research topics from their own unique perspective; Put forward assumptions and search relevant information according to your own point of view; Let your study progress; Free combination study group; Design and organize various language activities by yourself; * * * Same as the agreed evaluation index. Here, students' learning is explicit and autonomous, and teachers' teaching is implicit and auxiliary. That is to say, in the comprehensive study of Chinese, teachers' teaching is superficial and tangible? Doing nothing? , implies the intangible nature? Have a future? . In order to fully reflect the low degree of teachers' control over comprehensive learning and let students fly their thoughts in an unrestrained and free atmosphere, teachers have made three changes: 1, changing the view of only speaking languages and not framing students' independent choice and reorganization of learning content by traditional subject boundaries. For example, in an activity of collecting class songs and class emblems, music and Chinese, art and Chinese are closely linked, so it is difficult to clearly distinguish whether this is a music activity, an art activity or a Chinese activity. The question is: Is this distinction necessary? One of the drawbacks of traditional Chinese teaching is to stick to the subject position, and a slight deviation will attract accusations that this is not a Chinese class. Yes, Chinese does have its own disciplinary nature, but it is also a comprehensive and practical course, as the Chinese curriculum standard says: Chinese learning resources and practical opportunities are everywhere. In teaching, we should broaden the fields of Chinese learning and application and pay attention to interdisciplinary learning. It is a new professional requirement for Chinese teachers to introduce Chinese teaching into the big classroom of life, break the boundaries of disciplines and tap the Chinese teaching factors in students' free topic selection. 2. Change the view of teacher-only theory, and don't lock the infinite dialogue process with limited conclusions. The Chinese curriculum standard is clearly put forward in the teaching proposal, and Chinese teaching should be carried out in the process of equal dialogue between teachers and students. Dialogue is the exchange of meaning, the flow of emotion and the collision of thinking. In dialogue, meaning is not mechanically copied, but really constructed. The richness of meaning and the infinity of thinking make the dialogue fruitful and diversified. In this sense, the process of dialogue can also be regarded as a process of exploration. In this process, it is important for students to understand that the conclusion is always temporary and the exploration is endless, and that the exchange of views can enrich our own thinking and promote the development of knowledge. 3. Change the standard view, and don't use unified evaluation criteria to integrate diverse learning individuals. Comprehensive learning is a personalized learning method, so the purpose and method of evaluation are diversified. However, due to the special position of teachers in the school, students will pay close attention to teachers' evaluation. When the teacher has some obvious likes and dislikes, some students may give up their ideas and go along with the teacher's requirements. For example, teachers frequently show articles of a certain genre out of personal preference or examination requirements, which can easily make students converge collectively in writing, thus losing their writing personality. Teachers guide students to form distinctive personalities in a variety of ways. ? Second, more participatory participation means that in the comprehensive learning of Chinese, on the one hand, teachers should participate in students' learning and implement teaching in equal exchanges and cooperation; On the other hand, we should walk into life with a more positive attitude, learn while practicing, and really participate in comprehensive learning. On the one hand, teachers participate in the whole process of students' learning, design learning activities with students as partners, and influence students through their words and deeds in the learning process. In the comprehensive study of Chinese, teachers' teaching should be carried out through demonstration to a great extent. There are two main ways to demonstrate:? 1, voice demonstration. The use of Chinese is a skill and a habit, which can only be cultivated through correct imitation and repeated practice. This is especially true for the formation of language skills. Therefore, in the comprehensive study of Chinese, teachers should attach importance to their own demonstrations everywhere, provide students with standardized language samples in the state of natural communication, and convey the richness and beauty of the motherland's language with their own words. In addition, teachers should also demonstrate good communication skills, such as listening skills, how to use what language to participate in collective discussions, how to express their opinions, how to face criticism and so on. Students not only improve their language ability, but also gain social experience directly in such exchanges. 2. Sample template. When students choose a learning topic and have the need of learning and exploration, the appropriate model is an excellent learning introduction, and students can realize the transfer of methods and strategies in imitation operation. Besides words, language communication can also form patterns. For example, the learning theme of folk culture, some students start with costumes, some students start with snacks, and some students are interested in etiquette. Although the topics are different, everyone can get useful enlightenment from other students in terms of material preparation, thinking mode, structural arrangement, activity organization and result form. In comprehensive learning, the content is actually not very important. It is important for each student to find his own way of learning. On the other hand, in the comprehensive study of Chinese, teachers' own life experience has become an important teaching resource. Examination-oriented education imprisons the teacher's body in the classroom, binds the teacher's thoughts in the textbooks, turns a blind eye to things outside the window, devotes itself to teaching sage books, and loses the source of life, so the teacher will run out of Jiang Lang, and the more he teaches, the more he dies. Only when teachers go deep into life and broaden their horizons can they introduce themselves internally and communicate freely in their study guidance. Chinese comprehensive learning is based on life, which advocates teachers to go into the water, choose and undertake their own learning topics independently, show their learning process to students all the time, communicate with students equally and accept their evaluation. In this way, in the eyes of students, teachers are no longer outsiders in comprehensive learning, which is the basic premise for teachers to be recognized as learners. As a teacher, I have deepened my understanding of comprehensive learning in my personal study, thus enhancing the pertinence of teaching. ? Third, pay more attention to personalization. In the comprehensive study of Chinese, Chinese knowledge is no longer the only focus that teachers pay attention to. Teachers should pay more attention to students' personalized learning, such as learning methods, learning habits and learning attitudes. Teachers' teaching is no longer a unified indoctrination, but a respect for each student's unique experience, recognition of students' autonomy in learning content, methods and methods, and personalized teaching. 1. Personalized handling of students' learning activities. Because students choose learning content according to their own interests, the learning objectives are multifaceted, multi-level and multi-level. For example, paying attention to the theme of the Iraq war, students choose a variety of concerns, some focus on the performance of weapons, some focus on the danger of war, some focus on the politics behind the war, and so on. Even the same concern, whether to pay attention to knowledge learning or to cultivate attitude and emotion, varies from person to person. Moreover, in the process of students' cognition, there are individual differences in cognitive style and cognitive ability among individuals, which will affect students' learning style, such as their preference for subject selection and learning organization content. Teachers' worries have become more complicated and subtle. 2. The shift of teaching focus. In comprehensive learning, teachers can't and don't need to act as omnipotent god, giving all-round guidance to high-degree-of-freedom and diverse learning individuals and different types of topics. In traditional teaching, the teacher should give everything to the students as soon as there is a problem, and should be guided by the camera to inspire and guide the students to explore as much as possible. Therefore, teachers should shift the focus of teaching from simple knowledge transmission to the guidance of methods and ideas and the cultivation of emotional attitudes, pay attention to cultivating students' spirit of inquiry and innovative consciousness, stimulate students' enthusiasm for learning, spend more time observing and judging the different needs of different students, and provide them with strong technical, material and confidence support. This shift of teaching focus makes teachers' work more difficult, but as Mr. Ye Shengtao said, it is easy to empty the basket, but it is difficult to make the finishing point. Yes, but for the long-term interests of students, it seems that we should not be afraid of difficulties and take the easy road. ? 3. Teachers' sensitivity and wisdom. As mentioned above, in comprehensive learning, an important job of teachers is to observe and judge the actual needs of students in the learning process. This requires teachers to be sensitive to each student's learning response, or to seize the opportunity to point it out in time, or to actively create situations to guide them, and to help students overcome the obstacles on the learning road tactfully and artistically. This process of observation, judgment and reaction embodies the educational wisdom of teachers. In short, each student's learning style is the embodiment of his unique personality. Therefore, adapting to individual differences, implementing personalized teaching, helping each student to choose independently and carrying out creative learning in his personalized way are the main points of teachers' teaching in comprehensive learning. ? Fourth, more coordination is needed? The Chinese Curriculum Standard points out that comprehensive Chinese learning should advocate interdisciplinary learning and combine it with other courses. Therefore, Chinese teachers need to expand their knowledge and increase their knowledge. However, it is far from enough to complete the teaching task of comprehensive learning by one's own strength. It is necessary to cooperate in many ways to fully develop the educational resources of teachers, students, parents, communities and scientific research departments and carry out collaborative teaching. ? 1. Cooperation among teachers. The collaborative teaching of teachers from different disciplines forms professional complementarity and a larger knowledge background, which can provide students with a multidisciplinary vision and a diversified thinking framework; At the same time, teachers show a good cooperative attitude through their own demonstration behavior, show the important role of cooperation in learning, and provide ways and skills of cooperation. Such effective teaching strategies are also exchanged in collaboration, and the sharing of experience makes the cooperative collective more dynamic. ? 2. Cooperate with students. Chinese comprehensive learning has changed the linear relationship between teachers and students in teaching. Teachers and students are not single teachers and learners in learning, but regard each other as learning partners, and everyone in cooperation may act as a mentor. As monash Willy pointed out, only in the depth of this cooperative life can children understand teachers, actively participate in the teaching activities of teachers and students, and become real learning subjects. ? 3. Cooperate with parents. Parents are important learning resources in comprehensive learning. Teachers should introduce parents into comprehensive learning, make use of their professional characteristics, give full play to their various specialties, enrich comprehensive learning activities and expand the fields of comprehensive learning. ? 4. Cooperate with the community. Different communities have different characteristics, but they are rich in natural, social and cultural language learning resources. Teachers should actively establish stable contact with the society, create an environment for students to practice Chinese, and carry out various forms of Chinese practice activities. ? 5. Cooperate with experts. In fact, parents and communities may have some experts who have made outstanding contributions in a certain field. The reason why they are singled out is not only because the comprehensive learning level can be improved through the guidance of these experts, but more importantly, their way of thinking, scientific attitude and even personality will be affected by the direct contact between teachers and students, which is very important for the development of teachers and students. ? In subject practice, the nature of Chinese comprehensive learning determines that teachers must change teaching methods in teaching, and the new teaching methods put forward higher requirements for teachers' subject knowledge, behavior attitude, teaching skills and research ability. Therefore, comprehensive learning has not only changed students' learning methods, but also changed teachers' teaching methods, and teachers' professional level has been expanded and improved in this change.