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

Mr. Shengtao said: "Learning Chinese mainly depends on students' own reading and understanding. "Theoretically speaking, autonomous learning should be the highest realm of learning, but it is not easy to realize autonomous learning due to the limitations of many factors and the influence of exam-oriented education. The learning methods advocated in the new curriculum are: autonomous learning, cooperative learning and inquiry learning. Therefore, teachers should strengthen the cultivation of students' autonomous learning ability. To cultivate students' autonomous learning ability, we should first change the educational concept and then improve the teaching methods. According to the characteristics of students' physical and mental development and the characteristics of Chinese subject, targeted teaching should be carried out, so that students can read, appreciate and taste themselves and complete their own learning tasks. In order to cultivate students' autonomous learning ability, I have made the following attempts and explorations in Chinese teaching:

First, the cultivation strategy of junior students' autonomous literacy

The main task of Chinese teaching in senior one is literacy. The first volume of the textbook for students we use is written for the purpose of "meaningful literacy, promoting reading and improving in an all-round way", so that students can read a lot through meaningful chunks, read ahead, and consolidate and expand literacy in reading. How to cultivate students' independent literacy? My strategy is:

1. Stimulate the interest of autonomous learning

Interest is the best teacher. In fact, the difference in students' literacy level is not only caused by preschool education, but also the difference in literacy interest. Therefore, the premise of mass literacy is to stimulate students' interest in literacy. My method is to stimulate children's interest in literacy in activities:

Strive to be a small master: several children in the class have a large literacy and vocabulary, so they use morning reading to select a small master. A few days later, Yin, Wang Yilin, Hao, Lin Xuanhe and other students became young masters. Of course, the young master will not be limited to a few people. The purpose of selection is only to stimulate the children's fighting spirit through their competitive spirit, so as to find ways to read more books in their spare time and strive to become a young master.

Game literacy is right: game literacy is mainly aimed at children before the age of 8, and games are indispensable for first-grade children. The games in our class include hide-and-seek (the teacher reads the words and asks the students to find the words in the text and circle them with pencils) and speed comparison (grouping). Each student divides the word cards in his hand into two piles while reading, and puts the ones he knows on the right and the ones he doesn't know on the left to see which group can be completed faster. Then ask other students how to remember words they don't know), collision (two people at the same table take turns to read out a word card, and the other person finds the same word from his own word card), fishing (courseware game, three students are tested at a time, two people take turns to read word groups, and the students in the audience follow suit, one person operates the courseware, and the words will turn red when read correctly), and mine clearance (courseware game, mainly aimed at differences). Children who question the correctness or help others can get a small sticker, which can stimulate their interest in literacy and take the initiative to know more words. I am a little magician (plus one: add a stroke to a word to become another word; Adding different radicals to a word to become another word; Change: change the radical of a word into another radical to become a new word; Subtraction: Remove a part of a word and become another word.

Little expert looking for information: although there is no unit theme in the textbook, every meaningful text will reflect a center, so let the children collect some information according to the center of each lesson and read it well. Students can prepare materials according to different personal abilities and levels, and the number is unlimited. In this way, students can learn more words while broadening their knowledge. In order to encourage them to read more, students who look for information will get a paste every time. If other students can supplement their own information in time when making a report, they can get a second paste. If the group can read the information they are looking for fluently when reporting on the stage, they can also add one point to the group. After three months in school, finding information has become one of children's favorite things. There are also many small experts in finding information in the class, such as Yin, Hao, Lin Xuanhe, Wang Yilin, Xue, Lu Xinglang and He Shan. Large chunks of information can be read fluently. Children's ability to find information is getting stronger and stronger. Nowadays, some children can look up information by themselves, select useful information and print it out by themselves.

Solve riddles on the lanterns Competition: Children like solve riddles on the lanterns very much. There are some riddles in the textbook. Every time they learn riddles, the children are particularly excited and collect many riddles to guess each other. Even when studying other texts, they often look for riddles related to the text when looking for information. So let's have a riddle quiz every once in a while. Wang Yilin has a method of guessing riddles. Let her show you: When she reads a fascinating riddle, she stops when she hears the key words, and then tells her own thoughts. Every time we encounter a difficult riddle, we will practice it on the spot like this. Children's interest in guessing riddles is getting higher and higher, and more and more riddles are collected, and they always enjoy it. Guessing games bring children not only fun, paste and excitement, but also guessing skills and reading skills. In the process of collecting riddles and guessing riddles, children's interest in learning has increased, and their ability to read independently has also been improved to a certain extent.

After-class reading test: the main task of first-grade teaching is literacy. In order to broaden students' literacy channels, we make full use of the supporting book "After-class Reading Volume I". This book has 82 lessons. In order to arouse students' interest in reading, I divided 82 texts into five classes: 10, 1-6, 10, 7- 10. Take an extracurricular reading test in your spare time. Every time you pass the exam, you will be awarded a letter of commendation, and if you pass the tenth grade, you will be awarded a certificate to the champion of small reading. When reading in the morning, you can also read your favorite articles to everyone and get a paste. Three months later, half of the students have passed the tenth grade.

2. Master the method of autonomous learning

Autonomous learning is a kind of autonomous learning, and independence is the core quality of autonomous learning. We should encourage students to learn independently, create various opportunities for them to learn independently, let students play their independence and cultivate their ability to learn independently.

Self-literacy with reference books: most of the words that children don't know in the learning process are asked by parents, teachers and classmates. In order to further cultivate children's self-literacy ability, I began to teach them how to look up the dictionary. Children like dictionary contest very much, probably because of their age characteristics. They like challenges.

At first, the dictionary contest was just for children to practice syllable recognition and spelling and increase their interest in learning pinyin. At the beginning, not many children were interested in participating in the competition, and the children who can grab the top five will always be those. With the daily competition, the children's enthusiasm is getting higher and higher, and the dictionary search competition has become our daily compulsory course. Reporting "Little Champion of Today's Dictionary Search Contest" to parents has become a fixed content after Chinese class representatives assign Chinese homework.

After that, the purpose of our dictionary competition gradually turned to cultivating children's classification literacy. For example, today, we will look for four words, words prefixed with rain: fog, dew, frost and haze. By looking up the dictionary, let the children read the pronunciation of this word correctly (the police will encounter polyphonic words, some of which I didn't know before), see how the word is combined and get a general understanding of its meaning. In fact, this is another process of expanding literacy and accumulating vocabulary. The next day, I will ask the words I looked up on the first day again. Whoever can read them will get a paste. For another example, today, we looked up the words next to seven clothes: coat, jacket, robe, skirt, lapel, sleeve and gown. By looking up the dictionary and summarizing, children know that the words next to clothes are generally related to clothes, and they also have a general understanding of what clothes are "tops, jackets, robes and skirts" and which parts of clothes are "lapels, sleeves and gowns". The next day, whoever can read these words will get a paste.

Later, the purpose of looking up the dictionary turned to autonomous literacy. Xiaoyan has a dictionary operation every day: look up a radical word in the dictionary, and the more you know, the better. The next day, I will make a report in class, and students who know more words can get 1 point in this group.

Children's ability to look up dictionaries has improved, and their ability to learn independently has also improved. For example, when we were studying the word "spring" at noon, when it came to word formation, some children took out their dictionaries and began to look them up. As a result, a word "spring" consists of more than 20 words, and even "wonderful hand rejuvenation" and "spring return" are all said.

Now, when they do sixth primary school before class or read after class, they can't read new words and word formation, so they look them up in the dictionary themselves.

Using pre-class research to improve self-accomplishment: After a period of practice, our pre-class research is basically formed into six items: we love reading, we love games, we love composing music, we love talking, we love discovering and we love looking up information. You can choose all the projects, or you can choose any project according to your personal situation for pre-class research.

"We love reading" means practicing reading the text by ourselves. You can ask your parents for words you don't know. Because it is easier to read in context, those students with poor literacy choose this one more. I will give them a chance to show it at the beginning of class, enhance their self-confidence and stimulate their interest. "We love games" means playing word cards with parents and reading in games. "We love word formation" is to use the new words in this lesson for oral word formation, so as to achieve the purpose of accumulating vocabulary. "We love to talk" is to practice speaking with words after class, and also to accumulate vocabulary. "We love to discover" is to observe the new words in this lesson and discover their structures (up and down, left and right, half circumference, full circumference, single words, etc. ), radicals, polyphonic characters, etc. "We love to look up information" is to collect relevant information according to our own understanding of the text, so as to expand reading and achieve the goal of independent literacy.

Second, the cultivation strategy of autonomous reading ability in middle and senior grades

Only reading can draw nutrition from books, and improving reading ability is the premise of improving writing ability. To this end, we have adopted the following methods to guide students to read independently:

"three readings and four questions" preview method before class;

Mr. Ye Shengtao said: "The most important stage of practicing reading is preview." Preview can cultivate students' autonomous reading ability and help them develop good reading habits, such as reading aloud, reciting, commenting by hand and thinking. In order to make the preview more standardized and timely, through continuous practice, I summed up the preview method of "three readings and four questions".

"Third reading" means reading the text three times, the first time reading aloud, the second time reading quietly and the third time reading silently. Solve new words through initial reading (reading, meaning and writing); Thinking about "what to write?" Reflections on "How to Write"

"Four questions" means: ask the general idea of the article and what the text mainly says; The second problem is the division of paragraphs, which can be divided into several parts and what to write in each part; Three questions, good words and sentences, what good words and sentences have you found, and what are their advantages? Four questions about writing methods. What writing methods have you found from this article?

The method of "three readings and four questions" is not only a means of preview, but also a basic method of reading. In the long run, students' independent reading ability and writing ability will be improved.

"Total score" unit reading method;

"Three readings and four questions" is aimed at an independent article, but the compilation of teaching materials is organized by topic. In order to organically integrate several relatively independent and interrelated articles in the unit and achieve better teaching results, we must take the road of holistic reading.

General: Let the students observe the unit catalogue and several text topics of this unit in turn. Through students' observation, guessing, reading introduction, browsing the text and the teacher's summary, we can guide them to find that the articles in each unit are written around a theme, although the genre is different, just like the teacher gave the students a composition topic. Although the requirements are the same, the articles written by each student have their own characteristics. For example, in the first unit of the second volume of the fourth grade, students found through observation that there were several articles about natural landscapes, which all expressed the author's love for the great rivers and mountains of the motherland. In this way, they will have an overall impression of the content, methods, objectives and requirements of Chinese learning in this unit, rather than an isolated text.

Minute: "Then let's walk into the wonderful articles of ancient and modern authors, follow the author's footsteps, travel around Qian Shan and appreciate the beautiful natural landscape." In the next few days, I enjoyed the picturesque landscape of the south of the Yangtze River with my students, visited the natural caves full of magical colors, and enjoyed the picturesque landscape of Guilin and the unique scenery of Tianshan Mountain in Xinjiang, guiding students to read and study intensively in questioning, feeling and skimming, breaking through the difficulties and difficulties of each article one by one, and mastering reading and writing methods.

In this process, students are mainly guided to learn the text "How to write?" "Why do you write like this?" In other words, students should not only know why, but also know why. For example, why did the author write "I have seen the magnificent sea" and "I have enjoyed the mirror-level West Lake" in the lesson of Guilin Landscape? So as to guide students to understand that the reason why the author writes about the sea and the West Lake is to set off the distinctive Lijiang River-quiet, clear and green.

Total: The study of one unit is coming to an end. If you don't guide the students to review as a whole, you will miss the best opportunity of "reaching the top, the other mountains all appear dwarfs under the sky.". . After learning Unit 1, by reviewing what and how to write this unit, it is concluded that the reading method of this unit is "expanding imagination while reading", and the writing method is "come straight to the point, echo from beginning to end, total score and use rhetoric", especially in Guilin Landscape and Tianshan Mountain in July, the rhetorical methods of parallelism and metaphor are used incisively and vividly by students themselves.

In teaching, we combine the preview method of "three readings and four questions" with the unit reading method of "total-total", which stimulates students' reading interest and improves their independent reading ability.

Simple skimming method of learning method transfer;

At the end of each unit, a skimming text is arranged in the textbook. Skimming the text does not teach words, and is usually not included in the examination scope. Skimming the text usually takes one class hour to complete the teaching, so skimming the text can't be as comprehensive as intensive reading, and of course, students can't be allowed to read extensively and ignore the teaching effect. How can skimming play its due role? I usually adopt such a teaching strategy: relying on hints and grasping the key points-each skimming text is preceded by a connecting link, and relying on hints, I can quickly grasp the teaching key points of this skimming text and make clear the reading requirements, so as to carry out targeted and effective reading; Autonomous reading, transfer of learning methods-give more reading space back to children, let them independently transfer, apply and consolidate the reading methods learned in intensive reading class, and improve their autonomous reading ability.