How to implement students' independent inquiry and cooperative communication in class

Liao Hengguang (No.537100, Zhonglixiang Central Primary School, Gangbei District, Guigang City, Guangxi)

In the process of learning, inquiry learning focuses on promoting the development of students' innovative spirit and practical ability, taking students' independent inquiry learning as the core, promoting students' thinking and emotional interaction through cooperation and exchange, making Chinese teaching closely linked with students' real life and inspiring students' feelings about Chinese in actual feelings. In the current new curriculum teaching, we should carry out the reform of independent inquiry and cooperative communication teaching methods in Chinese classroom.

Keywords classroom; Independent exploration; Cooperation and communication

Cooperative communication learning is an important learning method strongly advocated by the new curriculum reform, and it is also an idea strongly embodied in experimental teaching materials. It can change the disadvantages of traditional classroom teaching, such as simplification, model, dogmatism and statics, regard learning as a part of students' life and promote students' lively, active and all-round development. "Chinese Curriculum Standards" clearly points out: "Effective Chinese learning activities can't just rely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn Chinese." I think the following methods should be adopted to let students show themselves, develop themselves and create themselves in participating activities, which truly reflects that students are the masters of learning.

1. Create a scene for students to communicate freely, so that every student can fully express his opinions.

Classroom teaching is the main channel for students to acquire knowledge. Teachers should make full use of this place to expand Chinese communication from the classroom teaching situation, and change the teaching mode that teachers "talk all the time" or students turn around the teacher's baton, afraid to think and are not good at thinking. Teachers should encourage students to think boldly and speak boldly, provide opportunities for students to communicate in Chinese, and let students fully express their unique views on Chinese.

For example, in the class of "Moonlight Song", because our teachers and students have never seen the sea in the moonlight with their own eyes, I first guided them like this: "Although we can't go to the seaside to enjoy the beauty of the sea in the moonlight in person, we can read it carefully, carefully understand which words in the text show the beauty of the sea in the moonlight, and communicate in the group after reading it." (Students either read silently, read aloud, or sketch) When students have finished reading in their own way, raise their hands: "I think this sentence can best express the beauty of the sea, and I am willing to read it to you." The students read emotionally: "Moonlight rises from the place where water meets the sky. On the surface of the microwave, the silver light scattered instantly. The moon rose higher and higher, passing through a wisp of gauze-like Wei Yun. Suddenly, a strong wind blew on the sea and rolled up huge waves. In this way, teachers have truly become the guides and organizers of students' learning activities. Students are constantly flashing sparks of wisdom in the process of discussion, communication and cooperation, and their awareness of autonomous learning is increasing, and their learning methods are undergoing essential changes.

This kind of teaching leaves more time and space for students to explore independently. Teachers don't do everything instead, but guide students to think and speak, pay more attention to "what students think and say", give full play to students' autonomy, initiative and creativity, and solve problems in students' free expression. Of course, as a teacher, we should not only base ourselves on the present and the classroom, but also be able to extend from classroom to extracurricular, from classroom to extracurricular, and from classroom to extracurricular, so as to cultivate students' consciousness, ability and habit of consciously using the best learning methods.

2. Provide hands-on space for each student and let them actively participate in exploration.

The practice of hands-on operation and exploring new knowledge has changed the simple "listening and speaking" learning mode and is an important link to enhance students' practical awareness. In teaching, we should explore more factors that can be used in teaching materials, let students use their hands and brains to operate, let students spread their thinking in practice, send back their imagination and give full play to their creativity. Periodical articles are classified and queried in the periodical database. For example, students are required to prepare brushes and pigments in advance to learn the poem "Recalling Jiangnan". At the beginning of the class, I said, "Students, today we are going to draw a picture in a competition. Please draw a picture according to the poem "Recalling Jiangnan" to see who can draw quickly and well. " Hearing this, the students were very excited, sketching and coloring, and they were very busy. It mobilized the whole classroom atmosphere and solved the understanding of poetry content. Another example is "Kite". Let the students make their own kites and understand the meaning of kites. Let the students operate, which fully embodies the "vividness" of importing art and the "mobility" of students. Doing a good job of "living" and "moving" can not only improve the interest in learning Chinese, but also deepen the understanding of what you have learned. This kind of teaching encourages students to acquire knowledge actively and give full play to their potential, which has changed the past "teachers speak and students listen;" Teachers demonstrate and students watch; In the passive learning situation of "teachers ask and students answer", students not only master knowledge, but also improve their hands-on ability and thinking ability in the process of starting work.

3. Build a platform for cooperative discussion so that every student can actively participate in communication.

The new curriculum standard clearly puts forward that "students are the masters of Chinese learning, and Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, and create a good autonomous learning situation for students." This educational thought emphasizes that students are the masters of learning, and cooperative discussion learning is an important link in classroom teaching. Organizing students' cooperative discussion is conducive to mobilizing students' enthusiasm and initiative, giving full play to students' main role and promoting the development of students' thinking. In the process of discussion, students not only distinguish right from wrong, but also facilitate emotional communication and information exchange among students, thus cultivating students' sense of cooperation. According to students' cognitive "zone of proximal development", provide students with rich background materials. Starting with the facts, objects and facts that students like, creating vivid and interesting problem situations can make students have questions, stimulate their desire to explore, be willing to find problems, explore independently and communicate in groups, so that each student has the opportunity to participate in discussions, express his own opinions and understand other students' opinions, and students' subjective status can be reflected and truly become the masters of learning.

For example, the comprehensive practical course "Our Ten Minutes between Classes" uses this familiar content to select a series of activities that students like, such as skipping rope, playing football and running. To create a question situation: What do you like to do? Think about it, can you tell me how you carry out your ten-minute activities between classes? Students discuss, discuss and cooperate in groups of 35 1 person. In interesting question situations, students raise questions, stimulate their desire for knowledge, and put forward solutions that are in line with their own ideas. The answer is handy and innovative, which embodies the requirements of curriculum standards.

Therefore, Chinese teachers should emphasize students' subjectivity and autonomy in class, give students sufficient space for autonomous learning, and return the class to students.

4. Broaden the space for extracurricular inquiry, and let each student actively participate in practice.

It is not enough for students to learn Chinese well in class. We should also make full use of extracurricular activities, organically combine classroom teaching with extracurricular activities, guide students to apply the knowledge and methods learned in class to life practice, broaden their horizons, expand their knowledge and broaden their depth and breadth.

For example, in reading teaching, teachers should not only teach students knowledge, but also try their best to guide students to transfer their learning methods and cultivate their innovative ability through decentralized thinking. The use of multimedia technology can greatly increase students' listening and watching opportunities; The ingenious combination of words, images and sounds can greatly increase the amount of classroom information, realize the communication inside and outside the classroom, comprehensively improve the efficiency of classroom teaching and improve the comprehensive quality of students. Classroom teaching time is limited. In order to achieve better results in classroom teaching, it is very important to extend and sublimate students' understanding. It can enable students to develop innovative thinking and extend the "programs" that are not enjoyable in Chinese class to extracurricular completion. Some practical activities that cannot be implemented in time can also be put into extracurricular comprehensive learning. In the lesson "There is only one earth", the author wants to arouse people's awareness of protecting the earth and environmental resources through the text. I designed such extracurricular activities: let students choose independently: ① continue to use the internet to find information about global warming, hold a knowledge propaganda activity about "How much do you know about global warming", ② write a proposal for protecting the earth, and ③ draw a picture showing environmental protection. As a result, the students enthusiastically displayed their research results ... This expansion expanded the space for exploration, released students' thoughts, displayed students' personalities and developed students' innovative quality.

In short, in Chinese teaching activities, teachers should create a good teaching atmosphere, guide students to actively participate in learning, and change the situation that teachers completely dominate the classroom, so as to expand students' development space, stimulate students' enthusiasm, initiative and creativity, and form a new generation with active participation, continuous progress and innovation.

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