How to make students learn to study independently and explore in cooperation.

In the new round of curriculum reform, the cultivation of students' independent cooperation and inquiry learning ability is particularly emphasized, which conforms to the requirements of the times and is the inevitable development trend of modern teaching reform. The purpose of autonomous cooperative inquiry learning is to respect students' independent personality and develop students' personality, so as to give full play to students' enthusiasm and initiative in the learning process, so that students can learn to learn better and become the main body of learning. Here are some superficial views on how to cultivate students' ability of independent cooperation and inquiry learning. Autonomous learning is a modern learning method corresponding to traditional passive acceptance learning. As the name implies, autonomous learning takes students as the main body of learning, and achieves learning goals through students' independent analysis, exploration, practice, questioning and creation. The Outline of Basic Education Curriculum Reform (for Trial Implementation) points out that it is necessary to change the current situation that the curriculum implementation places too much emphasis on learning, rote memorization and machinery, advocate students' active participation, willingness to explore and diligence, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. Second, the teacher guides students to cooperate independently and explore learning. 1. Guide students to preview before class. Mr. Ye Shengtao said that if students are not taught to preview, they will not experience several psychological processes that are valuable in learning. This sentence shows the importance of preview. In biology teaching, attaching importance to preview and strengthening guidance training are important measures to cultivate students' ability of independent cooperation and inquiry learning. 1), clear learning significance, so that students have a clear active learning direction. Preview is the first step in learning biology, which is conducive to cultivating students' ability of independent cooperation and inquiry learning, giving full play to their learning potential, stimulating students' interest and consciousness in learning biology, and giving students a clearer active learning direction. 3) Choose the preview form to give full play to students' self-study potential. In preview guidance, we should pay attention to students' personality differences and provide a variety of preview methods, so that students at different levels know that they make their own choices about their learning methods. For example, teaching the section "Feeding and Observing Earthworms" puts forward three preview forms for students: (1) Basic type: it can describe the external morphological characteristics of earthworms and how they move; (2) Homework-oriented: able to explore and study independently with questions according to the requirements of thinking and practice; (3) Self-ability: Being able to question and ask difficult questions in self-reading according to your own learning situation. These three forms of preview reflect the needs of students at different levels and are conducive to developing students' self-learning potential. (4) Check the preview effect, and closely link preview before class with learning in class. Teachers should pay attention to preview inspection. Every time they teach a new knowledge, they should arrange an appropriate time for inspection, so that students can talk about the gains and existing problems of preview, so that teachers can grasp the students' learning situation and adjust the teaching plan in time, so that students can learn more pertinently and effectively. Guiding preview is a step-by-step process. In order to give full play to students' subjectivity, we should consciously infiltrate the objectives, display strategies and guide autonomous strategies in class. 2. Guide students to question and ask difficult questions. In biology teaching, guiding students to find and ask questions is the starting point of cultivating self-study ability and the key point of cultivating students' independent cooperation and inquiry learning ability. Einstein once said that finding a problem is more important and more difficult than solving a problem. It is beneficial to change the traditional teaching mode and make students change passive acceptance into subjective learning. 1) Create a questioning atmosphere. Learning is expensive and thinking, thinking is expensive and doubtful. Where there is a spark that strikes students' wisdom, teachers should always try their best to provide them with opportunities to shine, guide students to think independently, and let students naturally learn to question. Teachers should consciously change roles with students, and encourage students to think positively in the new knowledge background provided by teachers, so as to arouse students' psychological tendency of asking questions. Over time, a relaxed and active questioning atmosphere will be formed. 2. Grasp the opportunity of questioning. Confucius said; No anger, no anger, no anger. When students are angry, it is the right time to guide them to question. When students learn a new knowledge for the first time, they will encounter many problems. Because of their individual differences, the level of questioning is uneven. At this time, their psychological state is that they hope that their questions will be taken seriously and their problems will be solved. Teachers should help students analyze and sort out the problems in time, so as to find out the key points and difficulties in learning, and then continue to learn new knowledge and solve new problems with problems. In the process of learning new knowledge, let students question, give students the initiative to ask questions, make students regard knowledge learning as a kind of self-need, form a good atmosphere of questioning and asking questions, and solve the important and difficult problems in teaching with students' active participation. When students learn new knowledge, they usually have new questions, which requires teachers to pay attention to guiding extracurricular extension activities, so that students' questions can be solved easily. For example, after learning the knowledge in the textbook, students have a strong interest in earthworms and are eager to know more about them. At this time, we can extend this topic to extracurricular activities, guide them to find relevant materials, read extracurricular books and seek answers by themselves. Through extracurricular activities, students' ability to actively explore knowledge can be cultivated to varying degrees. 3) Teach questioning methods. Students should not only dare to question, but also be good at questioning. Teachers should guide students to summarize and compare the methods of asking questions, and guide students to ask questions from topics and new knowledge. For example, when learning Annexure, some students suggested that a snake has no feet, and it is also composed of many ring-shaped segments. Is it an Annexure? For example, when learning Animals Living in Water, some students asked why whales are not fish. They can swim and have fins, and they can breathe in water. 4) Encourage independent doubts. Questioning is the means, and dispelling doubts is the purpose. We should constantly analyze the quality of students' questioning, grasp the degree of students' understanding of the problem, and then give the problem to students to think. Teachers only give timely guidance and draw correct conclusions, so that students can not only know why, but also know why. For example, when learning Annexure, some students suggested that a snake has no feet, and it is also composed of many ring-shaped segments. Is it an Annexure? I am not in a hurry to answer, but let the students think seriously and independently in connection with the context, and then guide the students to talk about their own views. In this way, students gradually learn to dispel doubts from the outside to the inside, and improve their questioning level. 3. Organize students to cooperate, experiment, observe, explore and discuss. A lot of knowledge in biology learning comes from natural phenomena in our lives, which is a summary and description of natural phenomena knowledge. Therefore, it is a vital link to organize students to carefully observe all kinds of creatures around us and simulate similar experiments to explore this life phenomenon. For example, when studying "The Influence of Environment on Biology", students can be organized to carry out exploratory experiments on the influence of light on the life of rat women. After the experiment, let the students communicate and observe the phenomenon, discuss it in real life, and talk about what they see and think. However, we need to pay attention to several problems in teaching practice: 1) Ensure the time for discussion; 2), all participate in the discussion. Discuss in groups, pay attention to the individual differences of students, and achieve all-round development for all. Teachers let students explore learning independently, so that students can realize that they can't solve problems without cooperative discussion, and cooperation is the key to solving them. In this way, they will be trained repeatedly and consciously for a long time, and their cooperative ability will be gradually cultivated. When they appreciate the achievements of participating in learning, their ability to explore learning independently will be further enhanced. 4. Guide students to evaluate themselves. The evaluation at the end of class can encourage students to keep their enthusiasm and initiative in learning. Teachers must teach students self-evaluation, guide students to give feedback on the learning process and effect of the whole class, and make a concise summary. For example, after learning the lesson "Animals Living in Water", guide students to conduct self-knowledge feedback evaluation. Students can evaluate from the following aspects: 1) I know which animals live in the water, which kinds of animals are the main ones, and what adaptive morphological structure and physiological characteristics they all have; 2), I learned that observation should not only be in a certain order, but also grasp the main characteristics of things and make a reasonable summary; 3) During the inquiry, I can cooperate with my classmates in experiments, experience the fun of division of labor and cooperation, and feel that there is knowledge everywhere in life, and knowledge is all around us; 4) I can think positively in class and speak boldly; 5) In order to study better, I dare to ask the teacher for class. In this way, students adjust their learning behavior in time by talking about gains, experiences and suggestions, from which they feel the joy of success, and their learning enthusiasm and initiative can be brought into full play. Cultivating students' autonomous cooperative inquiry learning ability is the core goal of curriculum reform, the requirement of quality education and the need of people's all-round development. Teaching students to learn how to learn and making them the masters of learning is the goal pursued by our teachers in the new era. Only by attaching importance to the cultivation of students' ability of independent cooperation and inquiry learning in biology teaching can they truly become the real masters of learning.