How to Cultivate Pupils' Self-reliance Ability

How to cultivate primary school students' self-improvement ability? 1. Strengthen the self-management awareness of primary school students. The direct driving force of self-management comes from the self-management of primary school students. ...

Second, improve the class organization and adhere to self-management. Many people say that classes are difficult to manage. ...

Third, cultivate primary school students' self-management ability in activities. Psychological research shows that if a group ...

How to cultivate primary school students' autonomous ability 1 Interest in learning is the internal motivation to stimulate students' learning motivation and urge them to study hard. Confucius, an ancient educator in China, once said, "Knowing is not as good as being kind, and being kind is not as good as being happy." In Chinese teaching activities, if students are interested enough, they can actively acquire knowledge and form their abilities. Therefore, in the teaching process, teachers should design a relaxed, harmonious and equal atmosphere to stimulate students' interest in learning. Let students enjoy learning. It is important to attract students' attention at the beginning of Chinese class, but it is also important to keep students in a state of active and independent learning. Teachers can design new courses flexibly according to the characteristics of the text, which can quickly stimulate students' interest and enthusiasm in learning. For example, when teaching The Ugly Duckling, the teacher can design a question to enter a new lesson: "Why did the ugly duckling run away from home? What did the ugly duckling experience in the days of running away from home? What did the ugly duckling become later? " 2. Autonomous learning must be guaranteed by students mastering certain learning strategies. Interest is just an inducement, a kind of motivation. It is the key to keep students' initiative in autonomous learning to master the methods of learning Chinese. (3) The sexual side of autonomous learning is sometimes carried out without the guidance or help of others. For a given learning task, if students lack corresponding problem-solving strategies, even if they have strong learning motivation, learning can't proceed smoothly. In classroom teaching, teachers have teaching objectives and tasks, and all hope to achieve and complete them effectively. The learning process of primary school students is a development process of perception, understanding, consolidation and application, and it is also a training process to cultivate students' autonomous learning ability. Teachers should use various teaching methods and means to help students acquire learning strategies in the teaching process. In the perceptual stage, teachers can use stories, videos, operations or teaching materials to create situations, provide perceptual materials and guide students to carry out perceptual learning. In the understanding stage, different understanding goals are set according to different grades, and flexible teaching methods are chosen to create conditions for students' autonomous learning and fully mobilize their enthusiasm, initiative and creativity. In the consolidation stage, teachers should seize the opportunity to design exercises at different levels for students to do. In the application stage, it reflects the transition from simple application to complex application. For example, some good sentences in the text, let the students imitate one or two sentences by themselves at once. 3. Cultivate students' questioning ability. Questioning stems from students' ability to try and discover. Einstein said that it is often more important to ask a problem than to solve it. The process of asking questions is a process of positive thinking, a process of asking questions and finding problems. Questioning can make students change their passive position in learning, make them active and stimulate their desire to explore new knowledge. Generating sparks of creative thinking can effectively cultivate students' autonomous learning ability. Teachers should be good at creating problem situations in teaching, eliminating students' psychological obstacles and providing opportunities for asking questions. Taking the lesson of "Monument" as an example, teachers can guide students to ask questions: What does "Monument" originally mean? What is in the text? Why do you describe it like this? The main line of asking questions is to solve doubts. Teachers should encourage students to think from multiple angles, dare to try and innovate, cultivate students' questioning ability, adhere to positive guidance and give priority to praise. Of course, students who ask high-quality questions should be praised, but students who ask low-quality questions should also affirm their positive attitude. ④ In Chinese teaching, the process of students reading texts is essentially a process of "re-creating" articles. Students with different life experiences and personality characteristics have different understandings and sentiments. So asking questions has its own characteristics. 4. Publicize individuality and cultivate autonomy. The new curriculum reform requires teachers to pay attention to students' learning process, emotional experience, the formation of students' world outlook, values and outlook on life, and the cultivation of students' innovative and practical abilities. The classroom should be a stage for students to learn, and also a stage for students to show their learning achievements. In traditional classroom teaching, few students dare to speak boldly in class, especially with the increase of grade, students become more silent. The reason lies in the single form of communication in traditional classroom teaching, and the simple dialogue between teachers and students has caused great psychological pressure to students. In the new classroom teaching, students are the main body of the classroom, and they should be the masters of the classroom. Teachers should give students more opportunities to deal with their learning experiences and problems. Chinese classroom is a classroom for students to perform, and students can speak freely according to their own understanding. For example, in Smith class, teachers can watch students' performances, and then give objective evaluation and sincere suggestions to students' achievements, so that students can deeply understand the truth behind the story. 5, break through the boundaries of disciplines, multi-field welding. Chinese learning is not isolated, it can cross with other disciplines. For example, when learning snakes and crops, teachers can give students some time to share what they have learned from other disciplines between animals and plants. When studying "the sun", students can talk about their own understanding of the sun from the perspective of natural science and physics. Chinese is not only related to other disciplines, but also closely related to our lives. It can be said that Chinese comes from life and is higher than life. When teaching students oral communication, we should be close to life and reflect life. 6. Help students form an appropriate evaluation system and consolidate their autonomous learning ability. In the process of autonomous learning and inquiry, students need to maintain their own interest and willpower, eager to get the care and encouragement of others, and learn from them the power of progress and confidence in success.

How to cultivate primary school students' autonomous reading ability? 1. Help students make full use of their time.

1, you might as well set yourself some time limits. It's easy to get tired of studying for a long time. At this time, you can divide your homework into several parts and limit the time of each part, for example, finish this exercise within one hour and finish that test before eight o'clock. This will not only help to improve efficiency, but also avoid fatigue. If possible, gradually shorten the time used, and soon you will find that the homework that you couldn't finish in an hour before is now finished in 40 minutes.

2. Don't do other things or think about other things while studying. Everyone knows that you can't do two things at once, but there are still many students who listen to music while studying. Maybe you will say that listening to music is a good way to relax your nerves, so you can concentrate on studying for an hour and then relax listening to music for a quarter of an hour, which is much better than doing your homework with headphones on.

Don't review the same lesson all night. I used to spend an evening watching math or physics. Practice has proved that it is not only easy to get tired, but also has a poor effect. Later, I arranged to review two or three classes every night, and the situation was much better.

Second, improve learning efficiency.

I have also talked to many people about learning efficiency. We often see such a situation: a classmate studies very hard, studying at school, studying at home, sometimes staying up late and doing countless problems, but his grades are always not up. In fact, I am also very anxious in the face of such a situation. Originally, what you paid should be rewarded. Moreover, if you pay more, you should get a lot of rewards. This is a natural thing. But this is not the case. There is an efficiency problem here. What does efficiency mean? Just like learning, some people will practice it ten times, while others need to practice it a hundred times. There is an efficiency problem.

How to improve learning efficiency? I think the most important thing is to combine work and rest. What is most needed to improve learning efficiency is a clear and agile mind, so proper rest and entertainment is not only beneficial, but also necessary, which is the basis of improving learning efficiency. So how to improve the efficiency of class? In my experience, it is necessary to preview before class, but my preview is rough, and I only glance at the teaching materials, so that the contents and key points of the teaching materials are roughly in my mind and I can be more targeted when I attend classes. When we preview, we don't need to be too detailed. If we are too detailed, it is a waste of time. Second, I will be a little lax in class, and sometimes I will ignore the most useful things. It is of course necessary to listen carefully in class, but as one of my former teachers said, no one can concentrate in a class, which means it is impossible to concentrate for more than 40 minutes, so there is also a problem of time allocation in class. Teachers can relax when they talk about familiar things. In addition, taking notes sometimes hinders the efficiency of class. Sometimes a class is busy copying notes, and sometimes something very important is ignored, but this does not mean that you can not take notes, which is not enough. Everyone will forget that with notes, there will be a basis for review. Sometimes the teacher talks a lot and writes a lot on the blackboard, but you don't need to remember them all. Of course, you should remember some books. Otherwise, remember what you see, which will inevitably affect the efficiency of class, and the loss will outweigh the gain.

How to improve the efficiency of doing problems? The most important thing is to choose a "good topic", and never do it as soon as you see it, which will often get twice the result with half the effort. The questions are all around knowledge points, and many questions are quite similar. First, choose the knowledge point you want to strengthen, and then choose the questions around this knowledge point. There are not many problems, but one similar problem is enough. After choosing the topic, you can do it seriously. The improvement of problem efficiency largely depends on the process after the problem is solved. For the wrong question, we should seriously think about the cause of the error, whether it is because the knowledge points are unclear or careless. After the analysis, do it again to deepen the impression, so that the efficiency of doing the problem will be much higher.

Learning efficiency is an important factor in determining academic performance. So, how can we improve learning efficiency?

First, confidence. Many scientific studies have proved that human potential is great, but most people have not effectively developed this potential. Among them, people's confidence is a very important aspect. No matter when and where you do anything, with this confidence, you will have the belief of winning, and you will soon get rid of the shadow of failure. On the contrary, if a person loses self-confidence, he will accomplish nothing, and it is easy to fall into eternal inferiority.

Another important means to improve learning efficiency is to learn to concentrate. The process of learning should be a process of thinking with the brain. Whether you look with your eyes, read with your mouth, or copy by hand, they are all means to help your brain. The real key is to think with your head. Give a very simple example, such as memorizing words. If you just browse or copy aimlessly, it may take many times to remember, and it is not easy to remember. But if you can give full play to your imagination and use the method of association to remember, you can often remember quickly and not easily forget. Nowadays, the method of memorizing English words quickly introduced in many books also emphasizes brain association. It can be seen that if we can concentrate 7 times and give full play to the potential of the brain, the learning effect will definitely be greatly improved.

Another important factor affecting learning efficiency is people's mood. I think everyone has had this experience. If one day, he is full of energy and spirit, he will feel relaxed and learn quickly. In fact, this is when we learn efficiently. Therefore, it is very important to maintain a good self-emotion. In our daily life, we should have a more cheerful mood, don't think too many unpleasant things, we should be full of enthusiasm.

How to cultivate the ability of primary school students to exercise independently? 98 A successful classroom teaching should not stay at the surface of knowledge, but should dig deep into its connotation; It should not be a rigid knowledge infusion, but to stimulate students' interest in learning.

How to cultivate primary school students' ability of independent cooperation?

The new curriculum standard requires: to cultivate students' ability of autonomy, cooperation and inquiry learning. But it is not easy for the first-grade pupils to learn to learn, and it is even more difficult to learn cooperative learning. Therefore, from the beginning of school, teachers should cultivate their study habits of independent cooperation, help them develop a good study style of listening to others' opinions carefully, and gradually form the spirit of unity, cooperation and mutual assistance. Through a semester of research and practice, I have the following experiences.

First, deskmate cooperation-let students initially perceive cooperation

Primary school students who have just entered the first grade have poor self-control ability and often don't do what the teacher says. Besides, they don't know how to study at all. If they are allowed to learn independently from the beginning, they will often feel at a loss and have no way to start. When students work together at the same table, they are often willing to talk about it. A strong desire to express makes their thinking relatively active and can inspire each other, which not only has a good learning effect, but also enables students to learn certain learning methods.

In my first grade math class "Up and Down", let the students carefully observe the pictures in the book first, and the students just look at them. Then I said, "Please tell your deskmate what you see." When students have the desire to express themselves, their thinking becomes active. In the process of talking to each other, the students went through the process of observation and description. Two people at the same table can also inspire each other. The observation is more detailed and complete, and they can clearly explain what car is in the picture, who is above and who is below. On this basis, students can think and express themselves relatively smoothly by comparing the relative relationship between upper and lower objects.

Practice shows that deskmate cooperative learning can not only make students fully experience the process of mathematics learning, but also help to inspire each other and improve together.

Two, four-person group-let students learn to cooperate

Through a period of deskmate cooperation, students have a certain foundation and a certain cooperative learning method. You can add more members to the study group, so that students can have a relatively small group, in which you can cultivate the team spirit of honor and disgrace.

When I teach "Ten MINUS Nine", let the students discuss the algorithm of ten MINUS nine in groups of three, and then the students with the worst expressive ability in your group will report. The team with good algorithm can get a small red flag. In this way, students will have a sense of collective honor, and in the process of group cooperative learning, there will be no situation in which only a few students think and discuss, and most students still don't participate. At the same time, students who like thinking not only improve their thinking ability, but also strengthen their sense of cooperation. Students who don't like thinking have learned knowledge and improved their language ability.

Third, various forms-improve students' cooperative learning ability

In group cooperation, students will soon get bored if they always work in a single form. Teachers should be original, adopt diversified forms of cooperation, and improve the ability of cooperative inquiry.

1. deliberately show mistakes and argue.

In classroom teaching, teachers should consciously make mistakes according to the key points, difficulties or mistakes that students are prone to make, guide students to explore and let them correct. This is very beneficial to protect students' innovative consciousness and cultivate their inquiry ability.

2. Carry out appraisal and enhance the sense of competition.

Some students' encouragement and help from classmates is more effective than that from teachers. In order to promote students' autonomous learning, students are sometimes asked to formulate their own questions and conduct tests, and then the group leader is asked to grade each student according to the standards, and then the students are evaluated according to the total score of the group. Students with good grades feel that it is not enough for them to study well, while students with poor grades feel that there is pressure to affect the group's performance. After identification, those students with learning difficulties in the group have classmates urging and helping them every day, and their academic performance has been obviously improved.

3. first demonstrate, then develop.

The first-year students who just entered the school have little knowledge and learning experience, and their understanding of cooperation and communication is almost zero. Therefore, in order to establish the consciousness of cooperative learning in their minds, teachers should sometimes demonstrate well first. For example, to teach password matching, I will match the whole class first, then let one student match me, and then let two students match freely, so that password matching can form a pattern in students' minds and give them a guide. Finally, I asked my deskmate to pair up with each other, and the group was free to pair up. In this way, teachers will demonstrate first, and students' cooperation will have a clear direction, and cooperation will be effective and communication will be effective.

4. Liberalization of operation, reflecting autonomy.

Psychologist Piaget said, "The flower of wisdom is at your fingertips." One sentence tells the importance of hands-on operation. So, I started group cooperative learning, drawing a picture, tracing it and printing it. Let students give full play to their main role and cultivate their creativity.

Fourth, learn to share-experience the happiness of cooperative learning

* * * Share the happiness of cooperation results with students, and * * * feel the happiness of unity and enterprising to achieve results. Forming the habit of cooperation will certainly achieve unexpected results. Good cooperation between students can produce better results and let students share different happiness and happiness. And thus summed up the importance of cooperation, so as to unite and cooperate with one heart and one mind, and enhance the confidence of cooperation and enterprising.

New learning methods and teaching methods need to be explored in practice. Then, the cultivation of students' cooperative ability needs long-term continuous exploration, research and practice, and strengthens guidance, so that students can gradually develop the habit of conscious cooperation in the conventional cooperative learning environment. Let students be happy in the process of learning, so as to master the learning methods and truly become the masters of learning.

How to cultivate primary school students' autonomous reading ability? 1. Create situations to make students happy. Li Jilin's theory of "Situational Education" is deeply rooted in people's hearts because she can effectively arouse students' thirst for knowledge and ignite their enthusiasm for knowledge, thus making the teaching effect remarkable. Never underestimate the role of a wall chart, a piece of music, a pot of flowers, a headdress, etc. These tangible things can attract students' attention more than the teacher's language. In the lesson of "Three Guarantees of Wheat", I made some headdresses of "pig", "calf" and "monkey" according to the content of the text and distributed them to the students before class. In that class, the students wear headdresses, and they are particularly focused on reading, discussion and performance. Until the class was over, everyone was still wanting more. Second, set questions to stimulate interest and help students find the focus of reading. Time for classroom teaching is precious. Reading teaching can't let students read, discuss and answer irrelevant questions. Teachers' classroom design can start with setting questions, first stimulate students to produce problems, and then guide students to read and solve problems independently, so that reading teaching can get twice the result with half the effort. For example, teaching the fairy tale "What Is the Sea Made of". After revealing the topic, I asked, "Classmate, what's on your mind after reading the text topic" What's wrong with the sea "? Do you have any questions? " As soon as the voice fell, some students raised their hands and asked, "Why does Nezha make trouble with the sea?" Someone asked, "How did Nezha build the sea?" Someone asked, "What is the end of the trouble?" ...... "Learning begins with questions", I pull books according to students' questions, sort out the main points, then try to guide students to read the text by themselves, try to solve the problems by themselves, and finally organize the whole class to discuss with each other and get satisfactory answers. In that class, the students studied very hard and the discussion was very active. Third, combine reading with enlightenment to guide students to solve their doubts. In reading teaching, self-study and since the enlightenment should run through the whole process of the classroom, and students should read freely, fully and enthusiastically. In active thinking and emotional activities, we can deepen our understanding and experience of the article, feel and think, be influenced by emotions, gain ideological enlightenment, accumulate beautiful language and enjoy aesthetic taste. For example, teaching the third paragraph of the West Lake will guide students to understand the beauty of the West Lake as a fairyland. I ask students to read the text first, and have an overall grasp of the content of this paragraph. They know how to write the "green landscape" around the lake first, then the "green" solitary mountain in the lake, and write the "reflection" of Bai Causeway and Su Causeway with a "ribbon" in general, and the "reflection" of the islands and white clouds in the lake. Then, ask the students to circle the key words and imagine the beautiful scenery described in the article while reading, just like walking by the West Lake. Fourth, transfer training to promote students' reading ability. Mr. Ye Lao warned us: "Wen is just an example." It is essential to cultivate students' autonomous reading ability and guide them to read the text, but it is not enough to guide them to read the text, which requires us to guide students to read more extracurricular books. Devote yourself to the vast reading space, so that your knowledge can be continuously increased and your vision can be broadened.

How to cultivate primary school students' autonomous literacy "Chinese Curriculum Standard" points out that "literacy teaching should take language factors familiar to children as the main materials, and at the same time make full use of children's life experience, pay attention to literacy methods, and strive to combine knowledge with practice." In order to stimulate students' autonomous literacy ability and methods, we use colorful and flexible literacy methods to cooperate with students to learn new words in a relaxed and happy environment under the guidance of teachers.

1, relatively literate

Many teachers have realized that there are always some students who confuse "which" with "that" For example, when choosing words to fill in the blanks, write "Are there so many new houses in the village?" Teachers can use comparative methods to teach. First of all, compare the pronunciations: "where" is pronounced n m 4, and "that" is pronounced nà. Then compare the glyphs: "which" has one more "mouth" than "that". Finally, help students understand the meaning of words. The word "that" is used to express doubt in sentences, and "that" is used to refer to distant places or things. For example, "Where are you from?" I'm going over there. In this way, students can distinguish between "which" and "that".

2. Seek differences and be good at literacy.

It is easy for students to write other words because they are similar. We adopt the method of seeking differences and memorizing new words. For example, distinguish homophonic "Piao" and "Piao", and use "Piao" in relation to "wind", such as "Piao" in relation to "water", such as rinsing. "Ke" and "Ke" have the same pronunciation and similar shapes. They are all quantifiers, which are easy to misuse. The difference between the two should be understood from the meaning.

3. Make up a jingle and read it skillfully

Some words are very similar in shape, like twin sisters, which are difficult to recognize. For example, students always confuse "ego, ego and the third degree" and make many jokes when choosing words and making sentences. Write your "self" as "already". Write "You" as "You". In order to help students remember and identify, I made up a jingle: open "Ji" (jǐ), your own "Ji"; Half "yes" (yǐ), there is "yes"; Shut up "si" (si) when "si".

Step 4 do the action of remembering words

The word "walk" is like your left and right feet when you walk. "Dance" is like four people dancing a swan dance. The longest one is like an outstretched arm, and the lower one is like a raised right foot and a standing left foot.

5. Do crossword puzzles and guess new words

The students are very interested in guessing words. According to their hobbies, make some words into riddles in literacy teaching, so that students can remember the tricks by guessing riddles. If you learn the word "win", you can weave it into "die on the moon"; Learn "flash" and weave it into "there is a person in the door"; Learn "thunder" and weave "heavy rain falls on the field"; Learn "all" and weave it into "there is a person on the king's head"; Learn "dust" and weave it into "small soil"; Learn to "sit" and weave "two people sitting on the soil" ...

6. Correcting "Frog" skillfully with external characteristics

In normal teaching, some students often write "frog" as "duck frog". I failed to correct my literacy several times, so I thought of a clever way. First write the word "frog" on the blackboard (the word "green" is written in green chalk), and then inspire students to say a word with the external characteristics of frog to help them remember the font. After the exchange, the students replied: "The frog has a big mouth, a white belly and green clothes, so the' green' of the' frog' is green." In this way, when students write "frog", they will think of "green clothes" and will not write "dodge frog".

7. Listen to stories and read skillfully

Students like listening to stories. In literacy teaching, teachers try to activate abstract Chinese characters into vivid stories. Let the students remember the new words by listening to the story. For example, when learning "thirst" and "drinking", the teacher told the students an interesting story: one day, Xiao Ming, his sister and several children went to the mountains to play. Just as they were having fun, Xiao Ming was thirsty and wanted to drink water. He said, "Water, where are you?" It turns out that Xiao Ming left his kettle at home, and when he was thirsty, he remembered it. So, my sister sent Xiaoming a bottle of water, and Xiaoming opened his mouth and drank it. When my sister saw it, she said smoothly, "If you are thirsty, look for water. If you drink water, open your mouth." After listening to this story, the students firmly remembered "thirst" and "drink".

Through various literacy teaching methods, students' autonomous literacy ability and interest are mobilized, so as to cultivate primary school students' literacy ability through multiple channels.

How to cultivate primary school students' ability to learn mathematics independently? 1. Create a democratic and open classroom learning environment and stimulate students' awareness and desire for autonomous learning.

Second, set goals and stimulate independent participation.

Third, improve teaching methods and guide the methods of autonomous learning.

How to cultivate primary school students' ability to modify exercises independently? Explain with reason and guide with interest.

Tell classic stories. In the long history of China literature, there are many wonderful stories about revising articles. The allusions of Jia Dao, a poet in the Tang Dynasty, and Wang Anshi, a writer in the Song Dynasty are touching. We can use the class meeting to tell these stories to the students. And let students collect stories about this and hold a story meeting. Over time, the ancients' practice of modifying articles will infect primary school students, and primary school students will also actively try to modify their exercises.