What are the self-study methods for primary school students in Chinese?

Autonomous learning is not aimless free learning. It needs to pay attention to the optimization of the learning process and the correction of the direction, promptly check for omissions and fill in the gaps, communicate and discuss problems that arise, be able to self-evaluate the learning effect, learn to reflect and Adjust strategy. Below is what the editor has compiled for you about the methods for primary school students to learn Chinese on their own. I hope it will be helpful to you. Welcome everyone to read and study for reference!

1 What methods can primary school students use to learn Chinese on their own?

As a primary school Chinese teacher, not only should students learn basic knowledge of Chinese and master basic Chinese skills, but more importantly It is to teach students how to learn, to hold the key to the treasure house of knowledge, and to be able to acquire knowledge on their own.

1. Develop a study plan

The first step in independent learning is to formulate a study plan. There are many types of plans, which can be divided according to time, subject, and goal. They must also have alternative plans such as random thoughts, predictions, and contingency plans. Plans don’t have to be written down on paper, sometimes they just need to be in your mind. For example, each group must have clear learning goals, each group member must also have individual goals, and each class and each time period must have clear tasks and goals. Each student must know what he is doing and what he should do, and each group must supervise and motivate members to implement their plans. Let students feel that this is a very interesting thing in group activities, and it is easy to do.

2. Strengthen time management

There is no self-observation, self-examination and self-evaluation of the learning process by the learning subject, and there is no learning subject based on this self-monitoring. There is no "autonomous learning" without feedback, adjustment and reinforcement. The key to independent learning is the reasonable allocation and careful arrangement of time. The kind of "autonomy" that scratches one's eyebrows and beard and loses the ability to distinguish priorities is a lazy man's sheep-herding style, which may result in picking up sesame seeds and throwing away watermelons. To strengthen time management, we need to have a plan as the guide, self-discipline as the backing, and enrichment as the purpose, so as to achieve the ideal state of combining work and rest, and learning through fun.

3. Integrate and utilize resources

In the Internet age, the commanding heights of learning are the integrated utilization of resources. The resources here not only include your own knowledge accumulation, but also imply learning tools, methods, methods and strategies. Integration requires students to use the focus of knowledge as the "center" of the circle and their own learning ability as the "radius" to draw a circle during independent learning, and to be able to systematically sort out and integrate the knowledge they have learned. For example, ask a sixth-grade student to tell you how many methods there are for simple calculations. The interested students have classified all the simple calculations from the first grade to the sixth grade in elementary school. This is to find a knowledge point and systematize the knowledge based on the actual situation of your own learning.

4. Pay attention to feedback information

Autonomous learning is not aimless free learning. It needs to pay attention to the optimization of the learning process and the correction of the direction, promptly check for omissions and fill in the gaps, and address the problems that arise. Through exchanges and discussions, students can self-evaluate learning effects, learn to reflect on and adjust methods and strategies. There are various ways of providing information feedback. Students can monitor each other, conduct self-evaluation based on the tutorial plan, and check the completion of tasks against the learning objectives. Teachers cannot blindly lead students by the nose. They must give students the right to choose, so that students can show their strengths to their peers in the learning process to gain appreciation and taste the joy of success. Independent learning should give students the right to choose to participate in evaluation, allowing students to evaluate their own learning, their classmates' learning, and the teacher's teaching, and then use this evaluation to improve themselves.

5. Develop good habits

Sow a behavior and reap a habit; sow a habit and reap a character; sow a character and reap a character. destiny. This fully illustrates the importance of habits. Good habits for independent learning include: being independent in doing things and learning methods; cherishing time and being good at overall arrangements; taking the initiative to participate, being willing to explore, and being diligent in doing things; being able to collect and process information, being good at communication and cooperation; being able to consciously formulate study plans, Determine learning goals, organize learning activities, self-monitor the learning process; be able to proactively choose learning strategies, self-evaluate learning results, actively create an optimal learning internal and external environment, etc.

6. Persist in applying what you learn

The more, more detailed, and deeper the teacher talks in class, the harder, more tired, and more annoying the students will learn. If students are indoctrinated for a long time, they will not be able to "apply what they have learned, use it to promote learning, and learn from each other", and will become "passive acceptance, difficult to digest, and indifferent." Independent learning advocates "learning for application" rather than "learning for later use". If there is a period of time and space between "learning" and "application", or even a high wall or a gap, students cannot see the importance of application. In the future, we cannot experience the fun of application, let alone explore and learn during the application process. Therefore, true knowledge cannot be generated from practice. "Children are required to live a rich spiritual life today, rather than just prepare for mastering knowledge tomorrow." This educational famous saying by educator Suhomlinsky actually emphasizes the application of knowledge.

2 What methods can primary school students use to learn Chinese by themselves

1. Teach correct self-study methods

Correct self-study methods are the basis for cultivating primary school students’ Chinese self-study ability. Its biggest feature is that learning requires "arrangement" by teachers, which is a typical "task-driven" type. Therefore, teaching students self-study methods is the key to cultivating self-study ability. First of all, guide students to prepare before class. Preview is an important measure to cultivate self-study ability. Therefore, teachers should not only prepare preview lessons, but also give specific guidance to students on how to do preview. The specific method is as follows:

First of all, conduct self-study in the form of written homework before taking a new class. The main contents are: recite the text two to three times and count how many natural paragraphs there are; Excerpt the words you don't know, and use reference books to phoneticize and explain the new words; in what order are the paragraphs of the text connected, that is, what is the order in which the text is written; what the text mainly tells us and the author's purpose of writing What is it; what is the question you did not understand during your study, write it down and communicate with your classmates the next day; what is the question you most want to ask about this text.

Then, during class, the teacher will use a class period to comment on the students’ preview homework and discuss and communicate on typical issues. Finally, the teacher summarizes the preview assignment and promptly praises the serious students. It is worth noting that when assigning preview assignments, teachers should give different self-study tips and requirements according to different text types. Try to make the preview assignments diverse and lively, and always pay attention to stimulating students' interest in learning; when checking the preview assignments, they should focus on Focus on seriousness and the development of habits rather than accuracy; the evaluation of preview assignments should be mainly positive, and attention should be paid to maintaining a high level of students' learning motivation.

Secondly, train students to master self-study steps. Self-study of texts can be carried out using the "four-step reading method": the first step is to read the text for the first time and gain an overall understanding. On the one hand, read through and underline new words and characters; on the other hand, clarify the "six elements" of narratives. The second step is to read the text again and repeat the main idea. Understand the organization of the text and the relationship between paragraphs. The third step is to read deeply and understand the key points. Find out the key parts of the text and read them repeatedly to understand the author's writing method. The fourth step is to ask questions and expand.

Finally, students are required to combine reading and thinking. "Learning without thinking is useless; thinking without learning is dangerous." Confucius profoundly understood the relationship between learning and thinking more than two thousand years ago. When reading, primary school students often read before reading, write before writing, and think before thinking. It is very common to read without holding a pen, and they have not developed the good habit of thinking while reading.

Therefore, Chinese teachers should urge students not to write or read, and to develop a good habit of combining reading and thinking. For example, when teaching the article "Dignity", a variety of exercises can be designed to allow students to do the exercises while reading: "see" the characteristics of appearance, understand the "knowing" characteristics of language, analyze the "grasping" characteristics of movements, and experience the "knowing" of psychology. Characteristics, "think" characteristics in comparison. On this basis, students are guided in a timely manner to learn to analyze the characteristics of the characters such as their appearance, language, and actions.

2. Develop good self-study habits

Good self-study habits are the key to cultivating primary school students’ Chinese self-study ability.

The newly promulgated "Primary School Chinese Curriculum Standards" requires students to "write in a regular manner, read the texts carefully, do exercises in a down-to-earth manner, and complete homework seriously." Good self-study habits can not only improve students' academic performance, but also benefit them throughout their lives. Primary school students’ Chinese self-study habits generally include the following aspects:

First, develop good homework habits. Good homework habits include: the habit of reviewing first and then doing homework, that is, educating students to review the knowledge they have learned before doing homework, and then doing homework; the habit of completing homework independently, that is, repeatedly telling students that homework is the consolidation and consolidation of the knowledge they have learned. Use it, so you can’t copy other people’s homework, you can’t ask questions when you don’t understand, and you can’t quit when you get into difficulties; the habit of concentrating on homework. Many primary school students are not very attentive when doing homework. The homework is often accompanied by other activities, such as watching TV while doing homework, eating snacks while doing homework, etc. This kind of bad behavior not only directly leads to low learning efficiency, but also leads to distraction and errors in learning after forming a habit over time.

Second, develop the habit of taking notes. One is to develop the habit of taking class notes. Learning to take notes is an important self-study ability. Teachers should teach students to use different note-taking methods such as annotations, circles, and underlines, and review and mark them regularly. The second is to develop the habit of taking notes on extracurricular reading. Teaching students how to accumulate extracurricular knowledge through excerpting, editing, and reading cards can broaden their horizons, increase their knowledge, and develop good reading habits.

Third, develop the habit of using reference books. Students' self-study is not limited to the classroom. A large amount of it is self-study outside of class. Various reference books and materials are their best assistants. Therefore, teachers should teach students the ability to use various reference books such as dictionaries, the Internet and materials for learning.

3. Stimulate a high level of self-learning motivation

A high level of learning motivation is the guarantee for cultivating primary school students’ Chinese self-learning ability. Human behavior is always governed by certain motivations, and learning motivation is the internal motivation that directly promotes students' learning. Educational psychology believes that motivation has goal-directing, stimulating and sustaining, and regulatory effects in the learning process. Therefore, teachers should pay attention to stimulating high-level self-learning motivation in primary school students to encourage students to overcome difficulties in learning and devote themselves to learning with full enthusiasm. To stimulate high-level school motivation, teachers should start from the following three aspects:

First, stimulate interest in learning. Learning is an arduous and boring process, especially self-study is a "painful" process. This is because self-study has neither the guidance of teachers nor the help of peers, and the second is that you have to calm down in the face of so many modern entertainment media. Self-learning requires strong willpower and self-control.

Einstein once said, "Interests and hobbies are the best teachers and the greatest motivation for learning." On the one hand, teachers should stimulate students' interest in the form of learning, such as assigning independent inquiry and activity assignments; On the one hand, it is necessary to stimulate students' interest in learning content. For example, homework can be recitation, data collection, field investigation, etc. to stimulate students' interest in knowledge.

Secondly, raise the level of ambition. Teachers should use the power of role models and heroes to inspire students to establish lofty ideals and allow students to experience the joy of success to maintain their ambition levels.

Finally, establish an incentive mechanism. The learning motivation of primary school students is greatly affected by external factors such as teachers' praise, parents' approval, peer respect and other spiritual aspects. Practice has proved that a reasonable reward mechanism can well stimulate and maintain students' high level of self-learning motivation.

3 What are the methods for primary school students to learn Chinese by themselves

1. Construction of reading thinking

1. Thinking comes first, followed by words

As far as Chinese reading is concerned, thinking must be established first before the deep meaning of the text can be explored. Thinking is always ahead of words, driving the development of the overall reading experience. For a long time, everyone seemed to be putting the cart before the horse. Teachers often let primary school students spend a lot of time on word recognition, word copying, and silent sentences, but they seriously ignore the amount of extracurricular reading, and their reading comprehension cannot be improved. Reading thinking must be based on reading and writing a large number of chapters.

2. Perception of reading aloud

The reading teaching of experimental textbooks attaches great importance to students' self-reading and self-awareness. Teachers should let students read aloud attentively, enter the mood, and understand the emotions between the words of the article. Integration and change, students help each other to clear up doubts when encountering difficult problems, and promote communication and interaction among students. This can not only cultivate students' spirit of solidarity and mutual help, but also encourage students to think independently and learn independently. It is a better way to learn to let students focus on key words and sentences and explore them through reading aloud, questioning, etc.

2. Stimulate interest

1. Active mobilization in the classroom

Nowadays teaching blindly focuses on "efficiency", but it has never been thought of but neglected. "hidden effects". Some meaningful and interesting teaching links are "discarded as useless." The teaching design in the classroom should not be too mechanical, rigid, and routine. Otherwise, students will be bored and unable to mobilize their enthusiasm for learning. Occasionally, those "episodes" that seem to have nothing to do with teaching or that occur unexpectedly in class can often interest students. Multiply and actively participate in interactions. This small embellishment not only enlivens the teaching atmosphere in the classroom, but also improves the students' own Chinese literacy.

2. Try in Chinese practice activities

Chinese practice activities come in various forms. When teaching, teachers should strengthen the process and downplay the results, so that students can feel the importance and interest of the process, focusing on Cultivate students' ability to discover and solve problems, enable them to form innovative spirit, team spirit and social responsibility, broaden students' horizons, broaden Chinese learning content, innovate Chinese learning methods, let life teach us to learn, and make the world ours Textbooks allow students to discover the vast ocean of knowledge beyond textbooks.

3. Use reference books frequently

1. Cultivate the habit of using tools frequently

Reference books are crutches for learning and silent teachers. Students will encounter words they don't understand or new words they don't know, whether in class or outside of class. At this time, teachers should urge them to look for them if they don't understand them, instead of shrinking back or asking others. The effect of asking others is far less profound than the impression of taking the initiative to look it up yourself. Moreover, the accumulation and expansion of knowledge can be extended by consulting the dictionary; at the same time, this process also enhances students' ability to learn independently and cultivates their independent and innovative spirit. Therefore, teachers should let students read more dictionaries when they encounter words they do not understand, and gradually cultivate the good habit of frequently checking dictionaries in children.

2. To cultivate the habit of diligent practice

It has always been our consistent practice to combine reading and writing. Writing often requires a lot of reading to support it. It and reading complement each other. Reading Writing is needed to deepen it. Just dreaming without practice is also a failure. Students should formulate exercises in a planned way, strengthen writing training, deepen the connotation of language and words, and make the articles vivid and less empty. For example, let students write a diary every day to record every detail of their lives, discover the interest of life and the rhythm of words, thereby accumulating writing materials, and writing will naturally come at their fingertips.

4 What methods can primary school students use to learn Chinese on their own?

1. Establish the dominant position, update teaching concepts, and achieve the purpose of independent learning

Students are the masters of learning, so of course Learn some independent learning skills from an early age. Psychologist Rogers said: "The learning process should always be people-oriented. We should firmly believe that learners can educate themselves, develop their own potential, and ultimately achieve self-realization."

1. Teachers must update their concepts and correct their teaching ideas and clarify the requirements for quality education. This establishes that students are the main body of learning activities and changes the traditional concept of students as "radio", "container", "spectator" or "listener". "Teaching" is entirely for "learning", and "teaching" must be subordinate to "learning" so that students can become the real protagonists and masters. In teaching, I focus on cultivating and training students' ability to learn words by themselves, so that students can take the initiative in knowledge and learn independently.

2. It is necessary to overcome the disadvantages of "three mores" (teachers talk more, ask more questions, and control more) and "three lesss" (students read less, practice less, and explore independently) in classroom teaching. "Read thousands of volumes, write like a god." This is the way of learning Chinese that has been summed up by sages since ancient times.

Therefore, we should be willing to spend time for students to read and memorize repeatedly, recite the words orally, expand their literacy through reading, appreciate the contextual meaning of words from reading, discover the implicit meaning of sentences from reading, and accumulate norms from reading. Language, develop thinking ability from reading, absorb humanistic nutrients from reading, change trivial analysis into guided reading, take reading as the basis, let the sound of books enter the classroom, change "surpassing others" to "independent research", and use Learning is the main focus, so as to achieve the purpose of independent learning.

2. Create teaching situations to stimulate students’ interest in independent learning

Interest is the best teacher, and interest is the motivation for learning. Teachers should stimulate children's interest in learning and improve their self-confidence in independent learning. Due to the constraints of their age characteristics and cognitive level, their independent learning requires teachers to provide all external factors that are conducive to their independent learning and active development in order to proceed smoothly.

Suhomlinsky said: "If teachers do not want to make students feel emotionally and intellectually excited and are eager to spread knowledge, then this kind of knowledge can only lead to indifference. , and make impersonal mental work bring fatigue. "Only by "thinking of ways" to create a certain situation can students enter a positive and exciting state, allowing students to think in the situation, explore in thinking, and explore in the process. Innovation. Let every student actively participate and express themselves and improve themselves during participation. Implement pleasant teaching, create a relaxed and happy learning atmosphere, guide students to think positively, and teach through fun.

1. Use "reading" to promote understanding.

The ancients said: "Read a book a hundred times, and its meaning will become apparent." The characteristics of lower grade Chinese textbooks are: clear content, simple principles, short length, easy to read and remember. The most important thing is to read more in order to taste it. In the classroom, teachers must pay attention to guiding children to read aloud. Achieve the purpose of understanding, digestion and absorption from reading. Acquire the ability to read - "see the words for their instruction", "see the sentences for their meaning", and "see the articles for their purpose". Taste the language and overcome the previous method of teaching and reading where the teacher did everything instead.

2. Use "speaking" to improve oral expression skills.

For first-year students, their language is still in the development stage. They don’t have many language materials, so it is difficult to express their meaning completely, and it is even more difficult to answer the teacher’s questions. I first guide students to read out the sentences in the text. On the basis of repeated reading, teachers can appropriately guide students to look at pictures and tell stories, understand the level of the article, understand the process of things, and improve children's oral language expression ability.

3. Use "discussion" to promote communication.

Through discussions, exchanges, and mutual discussions, the spirit of group collaboration can be fully utilized, so that their respective sparks of wisdom can collide and achieve common knowledge. For example, when teaching the lesson "Bird's Paradise", students read: "A thrush flew out, was frightened by our applause, flew into the leaves again, stood on the branch and screamed excitedly, the song was so beautiful. ", I designed a question like this: "If you were that cute thrush in the forest, could you tell me what you are singing?" One stone stirred up a thousand waves, and the students' wings of imagination spread out, and there were praises. Comfortable home: "Our home is in the south of the motherland, where it is like spring all year round, with fresh air, clear sky, and clear river water.

The mother banyan tree protects us with her huge canopy and shields us from wind and rain. Some people sang about their happy life: "I am a carefree thrush. In the early morning, we sang along with the rising sun, bringing vitality to the lonely countryside; at noon, my companions and I sang in the dense forest. "Chasing, playing in the jungle, racing in the air." Some issued invitations: "Friends from far away, please come to the bird's paradise! Let us stay away from the pollution of those factories, stay away from the deforestation and human beings who destroy the homes of birds." . Make students truly understand the connotation of the text. Therefore, as long as we seize the opportunity and give timely guidance, we can mobilize students' initiative, activate their thinking, enrich their imagination, and stimulate students' interest in independent learning. Why worry about not being able to bloom flowers of innovation!

3. Teaching methods, Pay attention to cultivating independent learning ability

“It is better to teach a person to fish than to teach him to fish.” In classroom teaching, teachers’ teaching must serve students’ learning. The purpose of teaching is to guide students to learn, challenge textbooks, teachers, and standard answers.

Put forward your own unique opinions, question and ask questions, study diligently and ask questions, and cultivate students' courage to be innovative and pioneering.

For lower grade students, it is particularly important to teach correct reading methods. For example, when teaching the lesson "Silkworm Girl", the text is composed of several parts with similar structures, and the narrative form is basically the same: "What did Silkworm Girl look like first? What did she eat? What did she become like?" Teachers should grasp this feature. , first carefully teach the first and second natural paragraphs, and summarize the learning methods from them. Third, the four natural passages can be left to students to learn by themselves in this way, and teachers only need to provide appropriate guidance and guidance. In this way, it will be of great benefit to them to learn independently in similar language situations in the future.

4. After-school extension, develop good independent learning habits

The so-called habit is a behavior that people have established through long-term repetition and will not change easily. Good study habits are established by correcting students' bad habits. The bad habits of lower grade students include not paying attention to the order of strokes and not having correct posture when writing. Therefore, teachers should start early, train frequently, and strictly supervise students according to their extremely malleable personality, so that they can develop good psychological qualities.

What are some ways for primary school students to learn Chinese by themselves