How do students acquire the ability of autonomous learning?

Autonomous learning, as its name implies, means that students rely on their own efforts to consciously, actively and actively acquire knowledge. Autonomous learning ability is a comprehensive ability that students show in their learning activities. Students with this ability have a strong thirst for knowledge and are good at using scientific learning methods to arrange their own learning activities reasonably. Good at positive thinking, dare to question and ask difficult questions, and show strong exploration and enterprising spirit in the learning process.

Cultivating students' autonomous learning ability is the requirement of quality education, as well as the all-round development of human beings and the need of 2 1 century. Cultivating autonomous learning ability is not only beneficial to students' future study, but also can optimize classroom teaching and improve teaching efficiency. However, students' autonomous learning ability should be student-oriented and cultivated and improved in the learning process in which students actively participate. This article talks about some views on this.

First, enhance students' self-awareness.

In the process of cultivating students' autonomous learning ability, teachers should realize that teachers are external factors and can only play a role through students' internal factors. Teachers should try their best to make students learn actively in order to achieve good results. It is far from enough for teachers to know that students are the main body. Teachers should strengthen education so that students can truly realize that they are the main body.

As soon as children enter school, teachers can make students understand that students are their own business. How to attend classes, how to review, how to do homework, how to think, how to speak and how to discuss, and gradually cultivate students' independence and autonomy in learning. With the growth of age, teachers can make students understand in various ways: what they want to do and what is their own business. In this way, students can constantly enhance their independence.

Second, create the best learning atmosphere.

Learning atmosphere is very important for students' learning. Students' psychology is established under the influence of the external environment. Teachers should pay attention to establishing a democratic and equal relationship between teachers and students in the classroom 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.

Teachers should encourage students to learn more: for the questions answered by students, don't simply deny or affirm, but encourage students to ask "why" more, let students talk about where they came from, how they think, and encourage students to ask questions if they don't understand, and answer them by themselves. This will strengthen students' interest in learning, let them think and ask questions, and feel the joy of success.

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. Teachers should design the teaching process from the perspective of "what to learn, why to learn and how to learn" and the principle of "learning is the subject under the guidance of teaching and teaching is the subject-oriented", according to the cognitive law of children's learning mathematics. If you do this, you should help and let it go.

1. Teachers can hardly speak new knowledge closely related to old knowledge. On the premise of strengthening the old knowledge, we should determine the learning goal, so that students can use the positive transfer of knowledge to complete the cognitive conflict and master the new knowledge smoothly. Teachers only need to build a bridge between old and new knowledge that students can cross by themselves. For example, when teaching "Calculation of Triangle Area", teachers can first review the calculation and derivation process of parallelogram area, and then ask: A, can translation transformation and equal product deformation be used when learning to calculate triangle area? B, what shape do you want to turn the triangle into? Do you think it's okay? C, spell it, have a look and think about it. D, what laws have you found? Students can draw a conclusion through operation, observation, thinking and discussion, and understand why the area of triangle should be calculated. Next, when learning the calculation of trapezoidal area, the teacher can let the students learn by themselves. This design fully embodies the principles of "from support to release" and "from release to release".

2, brand-new knowledge, teachers should also look for the "nearest development zone" of new knowledge to guide students to learn, and teachers only give directions and explanations in key places.

For example, "the initial understanding of scores" and "the nearest development zone" are all average knowledge. Teachers can review first: the average score is equal to each copy. Then he handed out an apple and divided it equally between the two children. Question: How to divide it? How much does everyone get? Can you express it in integers? After the students have fully discussed, the teacher will only explain to the students here: the apples that everyone gets cannot be expressed by integers. use

It means that this is a score. As shown in the figure: then explain it with practice.

Then you can guide students to learn by themselves and grade the names of each part. This new teaching is not "teaching" by teachers, and students' autonomy has been fully exerted.

3, practice, review class, the teacher should be careful not to become a practice class. When reviewing the division of numbers divided by integers, let the students think: A. What have you learned? Give examples. B is there anything you don't understand? C.what else do you want to know? Then let the students discuss these problems. Ask the students to sort out what they have learned by answering "What have you learned". "Diagram" is the expression of mastering knowledge. "What do you still don't understand" aims at asking questions and asking difficult questions. With "what else do you want to know", you can improve the students who have spare capacity and encourage them to use their brains actively. Students will be very happy to learn.

4. Construct a certain classroom teaching mode. Maturing: review old knowledge and introduce new knowledge; Setting doubts: forming cognitive conflicts and stimulating the desire for knowledge; Internalization: through self-study, discussion and proper guidance of teachers, cognitive conflicts are completed and new knowledge is mastered; Practice: consolidate and practice the new knowledge, and constantly improve and expand it.

Fourthly, infiltration-guided learning method.

Good learning methods are the premise and guarantee of learning knowledge well, and can achieve the effect of "getting twice the result with half the effort".

In teaching, teachers should set an example and put forward clear requirements, so that students can acquire learning methods imperceptibly. For example, when solving calculation problems, teachers should consciously and carefully examine the problems, analyze them step by step and check them carefully. When solving application problems, the teacher should tell students where the teacher comes from, how to think and how to do it. Let the students understand the method from the demonstration.

Teachers should also pay attention to the exchange of learning methods, and compare the methods of solving a problem with those of learning a paragraph, so that students can learn from each other and form good study habits.

In the teaching process, teachers should be student-oriented, think for students everywhere, be student-oriented, and strive to stimulate students' interest in learning, so that students can do it themselves, use their brains, use their mouths, learn knowledge enthusiastically, consolidate and expand their knowledge, and students can learn new knowledge independently and continuously. Only when students actively participate can the efficiency of classroom teaching be continuously improved.