How to form an independent cooperative inquiry teaching model in English teaching in primary schools

First, carefully design the teaching process to cultivate students' autonomous learning ability. According to the English Curriculum Standard, the task of English curriculum in basic education stage is to stimulate and cultivate students' interest in learning English, so that students can establish self-confidence, develop good study habits and effective learning strategies, and develop autonomous learning ability and cooperative spirit. Therefore, through continuous exploration, summary and improvement, we have formed an effective way to cultivate autonomous learning. 1, preview before class, cultivate independent primary school students at an early age, they simply don't know how to preview. In view of these characteristics, I have made a series of preview plans according to students' different age levels, which has laid a good foundation for cultivating their autonomous learning ability. When I teach English to students with poor foundation, I ask students to listen to tapes and look up dictionaries with the help of their parents before learning new knowledge. After mastering the basic content of new curriculum teaching through independent preview, classroom learning will be handy. For students with a good foundation, it is required to listen to the recording, consult the dictionary or search the relevant information online 1 day before the start of each new lesson. Students have basically developed the good habit of previewing independently before class and have the basic ability of autonomous learning. This provides powerful help for them to master new knowledge easily and quickly. 2. Classroom teaching shows that in independent classroom teaching activities, the cultivation of students' autonomy depends entirely on teachers. First of all, pay attention to creating a harmonious and relaxed teaching atmosphere, and strive to alleviate students' fear of speaking English, so that students can speak English carefree. Secondly, the design of teaching activities should conform to the age characteristics of primary school students and stimulate their desire to participate and explore. For example, in English class, we have experimented with pictures-connecting games, listening and coloring games, situational performances and so on. These all make children feel interesting. Through the games carefully designed by teachers, students' interest in learning English is obviously enhanced. In the classroom, students are open-minded, with small hands like forests and passionate emotions, and the teaching effect has been significantly improved. 3. Extracurricular homework, forming autonomy. In terms of extracurricular expansion homework, I require that homework must be open and creative, and combine with students' life to apply what they have learned. For example, students are required to tell their parents the sentences they have learned, sing the songs they have learned, and share the fun of English learning with their parents by means of "cutting pictures", "talking and singing" and "being a little teacher for their parents". According to different students, the method of "assigning homework at different levels" is adopted. The teacher warmly encourages and counsels after class. This hierarchical arrangement of homework is very popular with students, who are more and more confident and have greatly improved their English writing and reading skills. Encourage students to communicate more in English after class and read more English extracurricular books that suit them. Through experiments, this kind of extracurricular self-study not only cultivates students' ability to learn independently and collect information, but also expands students' English knowledge and achieves ideal learning results. Second, try to explore ways of cooperation and cultivate students' spirit of unity and enterprising. Cooperative learning is a teaching method based on classroom cooperation between teachers and students. It is an efficient and pleasant teaching activity with the basic motivation of all-staff interaction, the basic teaching form of group activities, the evaluation standard of group results, and the fundamental goal of comprehensively improving students' academic performance and forming good psychological quality. In cooperative learning, we should follow scientific and guiding principles, pay attention to students' attitude, emotion and potential in learning, formulate corresponding teaching methods, complete teaching tasks and promote students' personality development. 1. The teachers in the experimental class who undertake the task of cooperation carefully designed the content of group cooperation, closely followed the teaching materials, focused on important and difficult points, and served to explore or consolidate new knowledge. For example, arrange students to perform cooperatively after learning the dialogue; After learning functional sentence patterns, arrange students to discuss and make sentences in cooperation. 2. Students who have a division of labor in cooperation are the masters of learning. In group cooperative learning, students are encouraged to speak in turn, or students with strong ability to accept knowledge are allowed to help other students. Guide students to form a "mutual help and progress" unity and cooperation learning model, and cultivate students' cooperative and enterprising spirit. 3. Cooperation has evaluation. After the cooperation task is completed, we guide students to make self-evaluation and mutual evaluation. This is also an evaluation of the results of the cooperation mission. For example, let each group go on stage to show their own situational dialogues and let other groups evaluate them. This evaluation method is helpful to improve the learning interest and learning ability of each group, thus improving the enthusiasm of the whole class to learn English. Third, create thinking space and cultivate students' inquiry learning ability. The Outline of Basic Education Curriculum Reform puts forward that "encourage students to take the initiative to participate, be willing to explore, and be diligent in hands-on, and cultivate students' ability to collect and process information, acquire knowledge, analyze and solve problems, and communicate and cooperate. "Students are the masters of inquiry-based classroom teaching, and teachers are the tutors of inquiry-based classroom teaching. Teachers' task is to arouse students' enthusiasm, urge them to acquire knowledge and develop their abilities, so that they can find problems, ask questions, analyze problems and solve problems by themselves. At the same time, teachers should create inquiry situations, create inquiry atmosphere, promote the development of inquiry, grasp the depth of inquiry and evaluate the success or failure of inquiry. Pupils are curious about new things. We use this feature to cultivate their ability to explore and seek knowledge actively. In class, we try our best to create thinking space for students. For example, in lower grade teaching, when teacher Zhang Yu was teaching the word ear, she pointed to one ear and said: ear. Then he pointed to two ears and said, "Ears, the students immediately understand the meaning." Then the teacher pointed to one eye and said, "Eyes." Then he pointed to two eyes and asked the students what to say. The students immediately said eyes. Then the teacher asked, what else is plural? Let the students discuss. Students say the plural forms of nouns, such as legs, hands, books, pencils, etc. Another example is English teaching in senior high school. When comparing the differences between Chinese and English names, in order to let students better understand the differences between Chinese and English names and master and learn to use them skillfully, before class, Mr. Cai Aiping asked each student to make a small card with his Chinese name written on it. The teacher also made some small cards, one of which was written with his Chinese name, and the others were written with English names. In class, let the students exchange cards to learn their Chinese names, and then ask and answer the following questions: A: What's your name? B: My name is ... (in Chinese) A: What's your name? M: M ... (Answer with Chinese name) Next, the teacher asks: What's your last name? Or what's your name? And help the students answer according to the names written on the student card. Then, distribute the small cards with English names that you have prepared. For example: Jenny Brown, jim smith, Nick Hand, Gina Green, Allan Miller, Tony Brown, Jack Smith, Gina White, Jenny Smith, Alice Green, Nick White, Jane Miller, etc. Ask the students to tell which are first names and which are last names. What's the difference between Chinese and English names? What's your name? The answer can be that my name is Zhang Ming. Or my name is Zhang Mingming. Then ask the students with the same surname in the card just sent by the teacher. Those people have the same name? Please stand with the students who have cards with the same surname; Students with the same business cards stand together. Check with each other to see if any students are standing wrong. Through this inquiry learning method, students can learn English more actively and firmly understand and master what they have learned.