Teaching cases on how to cultivate students' autonomous learning ability

First, enhance students' self-awareness.

At first, the students in our school had a weak sense of autonomous learning. In the process of cultivating students' autonomous learning ability, our teachers are external factors, and only through students' internal factors can we play a role. In order to get good results, we must try our best to make students study actively. Let students gradually realize that they are the main body. Let the students understand: how should I preview, record, think, speak and discuss. Gradually cultivate students' independence and autonomy in learning. At the same time, we should also consider the age difference, so the autonomous learning mode of senior students is better than that of middle school students, and they can enter their roles faster. Middle-grade children should take their time and slowly infiltrate this consciousness and method.

Second, create the best learning atmosphere.

Learning atmosphere is very important for students' learning. In teaching, we should pay attention to establishing a democratic and equal relationship between teachers and students and attach importance to emotional communication between teachers and students. Teachers' language, actions and demeanor should make students feel amiable and credible, stimulate students' curiosity, encourage students to overcome difficulties in learning, and make students feel excited and happy. Encourage students more: Don't simply deny or affirm students' feedback, encourage students to ask "why" more, let students talk about where they came from and how they think, encourage students to ask questions if they don't understand, and let students think more and feel the joy of success by answering questions themselves, so that their interest in learning will be strong. This is my greatest feeling, and I will make greater efforts in this regard in the future.

Third, carefully design the learning process.

Students' autonomous learning ability is constantly cultivated in the process of learning. Therefore, it is particularly important to design the learning process carefully. From the perspective of "what to learn, why to learn, and how to learn", we should help the gang and let it go. In classroom teaching, we should be good at finding out the internal relationship between old and new knowledge, deeply understand students, and have specific measures on how to break through the teaching focus and how to decompose the teaching difficulties. How to cultivate students' ability, how to develop students' intelligence, how to educate students' thoughts and how to cultivate students' non-intelligence factors through classroom teaching should be carried out in a planned way. And use students' existing knowledge and experience to guide students from the known to the unknown, reveal contradictions, or create problem situations from typical cases that students are familiar with. We should be good at explaining things in simple terms according to the content of teaching materials and students' cognitive level, and grasp the key points of teaching to carry out teaching activities. Cultivate students to take the initiative to explore, dare to practice, be brave in innovation and be good at discovery. Teachers should come out of the traditional teaching mode, no longer the leader of teaching or the controller who dominates students, but the cooperator, guide and participant of students' learning. Students are the subject and master of learning. In class, teachers should make students think, explore and innovate as much as possible. Teachers should not be satisfied with students answering questions according to their own teaching ideas, but should guide students to dare to put forward different ideas and opinions and dare to question teachers. Even if students show a little spark of innovative thinking in class, they should be praised and fully affirmed in time so that students can feel the joy of success. Teachers should also work hard on how to guide students to be willing to learn, love learning and know how to learn, so that students will not passively accept the knowledge taught by teachers, but explore, discuss and discover new knowledge by themselves, and actively seek answers to questions by combining their existing knowledge and experience. Of course, teachers should also leave enough time and space for students to discuss in groups, so that students can have the fun of inquiry, cognition and innovation. Educator Rogers once said: When students choose their own direction, participate in discovering their own learning resources, explain their own problems, decide their own course of action, and bear the consequences of their choices, they can engage in meaningful learning to the greatest extent.

In short, the whole teaching process should reflect that students are learning by playing, learning by doing and learning through cooperation, exploration and practice.

Fourth, pay attention to preview and cultivate self-study.

Self-study in the true sense means that students learn textbooks by themselves, use reference books, think independently with existing knowledge, experience and methods, explore their own understanding of new knowledge independently, acquire knowledge from it, and "know what it is", so as to "have answers" in the new teaching course. Students have not only developed their abilities, but also completed their natural evolution in the process of gradual cognition. This reflects the importance of the syllabus, and requires teachers to combine the teaching purpose, key points and difficulties with students' cognitive level. Gradually teach students the learning method of self-study, make clear what to explore and what problems to solve, so that students can find a chapter and have a clear goal. Teachers timely and appropriately guide and inspire, get help when students' inquiry is blocked, and get guidance when they are unclear and seemingly clear. Change "imparting" new knowledge into "exploring" new knowledge, fully reveal the process of knowledge formation, and urge students to discover problems, solve problems and summarize laws as explorers.

In the initial teaching, students often seek solutions from teachers or other students when they encounter problems. After a period of training, they have more and more self-study methods, and some facts like to look up information in textbooks. Some students can be inspired by the relevant knowledge they have learned before and find ways to solve new problems; Some students learn relevant knowledge from extra-curricular books, and some students prefer to consult relevant information through computers, but this often has a drawback, because there are too many "answers" on the Internet now, which reflects that some students directly reflect it without their own thinking. Some students can use the materials around them to do their own experiments. Students' bold experiments not only exercise their hands-on ability, but also make them feel the fun of experiments, and at the same time deepen their understanding and application of knowledge.

The spirit of students' active learning needs teachers' constant inspiration, guidance and long-term and planned cultivation, as long as we pay enough attention to it in teaching and cultivate it continuously.