How to carry out Chinese autonomous learning

First, stimulate the interest in autonomous learning

Educator Comenius once said: "Interest is one of the main ways to create a happy and bright teaching environment. Interest is the psychological tendency of students to actively participate in teaching activities, and interest is the internal motivation to promote students' learning. Practice shows that students' interest in learning is the driving force of autonomous learning. In teaching, teachers should actively create interesting learning atmosphere for students, so that students can be edified, infected and motivated, so as to learn actively. In the classroom, teachers should boldly let students discuss and communicate freely, praise some unique opinions of students, and let students truly feel that learning is happy, so that students' self-study will be more energetic.

There are many ways to stimulate students' interest in learning, such as creating situations, launching competitions and cleverly asking questions. For example, when teaching the article On Qin, students are not eager to discuss and analyze the content of the text, but use multimedia to show the schematic diagram of Qin's destruction of six countries, so that students can have an overall perception of Qin's power expansion route, thus stimulating their interest in learning. For example, when learning ancient poems, a competition is held five minutes before class to see who recites more ancient poems, who knows the most poets and who tells the most stories about poets ... When students are interested, they will have a strong thirst for knowledge and form a strong internal drive.

Second, create an atmosphere of autonomous learning

Bruner, a famous American psychologist, said: "Learners should not be passive recipients of information, but active participants in the process of knowledge acquisition. The knowledge acquired by learners through their own practice, exploration and discovery is truly effective. " Teachers should create an atmosphere of autonomous learning, cultivate students' strong sense of learning responsibility and give full play to students' initiative in learning.

It is not enough to rely on only one or two questions if classroom questioning is the breakthrough and the classroom is always in a positive atmosphere. It requires teachers to stand on a commanding height, plan from the whole class and the whole text, and design a set of systematic questions with distinct levels and step by step. Such a question has a certain depth of thinking. Only in this way can we stimulate students' desire to explore independently, read the article carefully, and cultivate students' thinking ability and even creativity in many ways.

Teachers must make more efforts in planning and organizing students' learning activities, and promote students to participate in Chinese learning in an independent, cooperative and exploratory way. Teachers should truly "take learning as teaching", and students should resolutely not talk about what they understand, rather than what is the focus of teaching. They should encourage students to think seriously, explore difficult problems, help students overcome the inertia of thinking, get rid of the shackles of thinking of "believing in books" and "believing in teachers", and activate their thinking and develop their innovative ability through exchanges with teachers and classmates. When teaching, students are given enough space and time for independent activities, so that they can fully think and explore, broaden their thinking and conduct multi-angle thinking activities. At this time, the teacher's task is to provide help and guidance for students' discussion and debate, in order to achieve the expected results, and to position themselves as "students' guides, students' collaborators and students' servers" to help and guide students' autonomous learning.

Third, teach the method of autonomous learning.

It is more important to teach students to learn to learn, cultivate their abilities and establish the concept of "lifelong learning" than to impart knowledge. Teachers should be good at "teaching them to fish", guide students to learn the methods of "weaving nets" and "fishing", and let them acquire endless knowledge "fish" in the ocean of knowledge. Teachers should guide students to sum up some methods. Students can draw inferences from others, understand and discover in autonomous learning, learn to cooperate and communicate in autonomous learning, and master learning methods.

If you don't understand the questions in the new lesson preview, you can look up the information and ask for answers. If you still don't understand, you can study in class with questions. Students should actively participate in learning activities in class, accumulate, read, think, discuss and ask questions, always maintain their dominant position in every learning link, actively participate, understand meaning and enhance emotional experience.

Another example is to learn a new lesson, read the article for the first time, and "initially perceive" the article as a whole; Then through the analysis of key paragraphs, guide students to further understand the ideological content of the article; Finally, we can master the characteristics of expression and form a "whole part whole" learning process.

In classroom teaching, teachers also need to guide students to reflect and review in time. Reflection and review can be carried out from two aspects: on the one hand, it summarizes the knowledge itself, deepens students' memory, understanding and internalization of knowledge, and promotes the formation and strengthening of new knowledge structure. For example, guide all students to meditate on what knowledge they have learned and how it came into being, designate students to preliminarily summarize what knowledge they have learned and how they learned it, evaluate the situation of individuals and groups, and teachers make necessary summaries and put forward hopes. On the other hand, it is to reflect and review the learning methods, so that students can draw a knowledge structure diagram or a learning flow chart. Students can constantly sum up experience, learning methods, find and ask more complicated questions, get psychological pleasure again and again, and lay a confident foundation for new independent cooperative inquiry learning.

Fourth, enrich the forms of autonomous learning.

After Chinese teaching, you can compose a passionate poem on the spot according to the content of the text and create a wonderful story. Continue to write a reasonable ending and talk about your heart; After class, effectively organize students to edit tabloids, perform textbooks, conduct debates, conduct social surveys, and apply what they have learned, so as to guide students to use the knowledge and skills they have learned in this class to solve problems in life. In this link, teachers should arrange expansion from the perspective of innovative practice.

The ultimate goal of learning is to use. Teachers must create a platform for students to practice. As far as Chinese class is concerned, Chinese activities should be mainly reflected in the comprehensive application of Chinese knowledge, the all-round development of listening, speaking, reading and writing ability, the communication between Chinese course and other courses, and the close combination of book learning and life practice. Open and diverse activities should be designed in time to highlight students' autonomy.

For example, in the thunderstorm class, you can take the form of performance, make headdresses and props in cooperation with study groups, perform stories, and then start the competition between groups. Students learn to cooperate and communicate in the performance, and learn to learn independently. Finally, teachers and students will jointly select the best performance award and the best creative group. Because of the performance, students have to carefully ponder the characters' language, movements, expressions and psychological activities, so as to understand the text more deeply. In this way, students' ability to explore problems independently and their thinking ability to deal with emergencies are constantly improving, and their oral expression ability has also been exercised.

The more and more detailed autonomous learning methods students master, the stronger their autonomous learning ability, and the more they can actively transfer the learning content in class to extracurricular activities, and use the knowledge and skills they have learned to solve new problems and play a creative role. In the long run, students are bound to form good study habits, thus changing from passive listening and acceptance to independent inquiry to acquire knowledge and promote their own development.

In short, teachers should pay attention to the cultivation of students' autonomous learning ability in Chinese teaching. Only in this way, students' learning is no longer passively accepting knowledge, but is constantly encouraged to actively explore; Students' learning is no longer limited to what the teacher says, but is constantly discovering and innovating.