How to carry out autonomous inquiry learning in junior middle school Chinese reading teaching

Reading teaching is a very important link in junior middle school Chinese teaching. Today, with the curriculum reform of basic education, how to jump out of the traditional teaching mode and change the old passive learning mode that students want me to learn, so that students can fully experience that they are the masters of learning in Chinese reading learning, pay attention to cultivating the consciousness and habits of autonomous learning, cultivate the ability of inquiry reading and creative reading, and carry out independent inquiry reading teaching in an all-round way is a topic that many junior middle school Chinese teachers are generally concerned about. Below I will talk about my superficial views and understanding on my own Chinese reading teaching practice.

The curriculum reform of basic education advocates students' active participation, willingness to explore and hard work, and cultivates students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. Chinese curriculum standards also advocate that reading is an individual behavior of students, and teachers' analysis should not replace students' reading practice. Let students deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic taste in active thinking and emotional activities. Advocate multi-angle and creative reading, use reading reflection and criticism to expand thinking space and improve reading quality. Suhomlinski, a famous educator, said: There is always an inner need in people's hearts to regard themselves as a discoverer, researcher and explorer. Junior high school students have strong psychological autonomy, but they are dependent on teachers in behavior. They already have some elementary and simple understanding of the world, and they have the potential power to actively explore. However, due to students' superficial understanding, the learning methods need to be further adjusted. Therefore, in junior high school Chinese reading teaching, we should take the road of independent inquiry reading and cultivate students' independent learning and innovation ability.

Independent inquiry reading refers to students' self-reliance, inquiry learning attitude and innovative spirit in the process of Chinese reading teaching. Through active creative learning activities, they give full play to their own advantages and potentials, acquire knowledge and create skills independently, realize independent development and optimize their own quality.

The core goal of self-inquiry reading is to change teaching into learning. The basis of its teaching theory is that students are the main body of learning activities, and teachers' duty is to organize, help and guide students' learning. Independent inquiry reading is an effective way to change students from passive knowledge containers to active inquiry learners. It takes stimulating students' interest as the starting point, creating learning space as the carrier, autonomous inquiry learning as the core, and cultivating independent innovation ability as the goal, so that students can learn to explore, experience, discover, choose and educate themselves independently.

In the specific practice of Chinese reading teaching, I think we might as well start from the following aspects:

First, give students enough independent space to stimulate their interest in inquiry.

In the traditional Chinese reading teaching mode, teachers teach students how to learn in one class, ignoring students' personality differences, giving students little room for autonomy, which is difficult to stimulate students' interest in learning and is not conducive to cultivating students' awareness and habits of autonomous learning. As a conscious motivation and cognitive tendency, interest plays a guiding, promoting and inspiring role in students' autonomous inquiry learning. Educator Comenius once said? Interest is one of the main ways to create a happy and bright teaching environment. Interest is the psychological tendency of students to actively participate in teaching activities, and interest is the internal motivation to promote students' learning. When students are interested in learning, they will be willing to learn and show a high degree of concentration and keen perception. Tolstoy once pointed out that successful teaching needs not coercion, but stimulating students' interest.

In a reading teaching class, if the teacher blindly plays the leading role and doesn't give students enough independent space, where does the students' interest in learning come from, and of course there is no consciousness of independent inquiry. From this point of view, we should give students enough independent reading space to stimulate students' independent inquiry consciousness in the reading process. Giving students enough independent reading space does not mean that they don't need teachers, so that students can read like aimless young monks chanting scriptures. On the contrary, the teacher's leading role is very important at this time, that is, how to stimulate students' interest in reading materials. Such as establishing an equal and harmonious relationship between teachers and students, creating a learning atmosphere of independent cooperation, using a variety of incentive mechanisms, and designing multi-angle and multi-directional questions. , are conducive to stimulate students' interest in inquiry.

When designing questions and asking questions, we should combine the old and new knowledge with the current situation of students' knowledge and ability, design some stimulating, exploratory, migratory and divergent questions, and create endless teaching realm, which can cause students' cognitive conflicts or arouse students' strong curiosity and thirst for knowledge, and make full psychological and intellectual preparations for independent inquiry reading. How big is the question space, how big is the space for inquiry, and how high is the interest of students in independent inquiry.

For example, to study the footprints on the moon, we can design an open preview homework before class: approaching the moon (1) How much do you know about the traditional stories about the moon, (2) How much do you know about idioms, couplets and famous poems about the moon, (3) Is the environment on the moon the same as ours, what's on it, and (4) When did humans first land on the moon? (5) How do you think humans should develop and utilize the moon? The design of these questions gives students the opportunity to find information and cooperate and exchange. In the classroom, when students read independently, they are interested in inquiry, and they can receive a multi-angle inquiry reading effect based on the text and jumping out of the text.

Second, teach them to replace fish with fish and create conditions for independent inquiry reading.

In Chinese reading teaching, in order to improve students' autonomous reading efficiency and stimulate students' interest in inquiry, our teachers should guide students in reading methods instead of simply imparting knowledge. With some reading methods and skills provided by teachers, students create favorable conditions for their own independent inquiry reading, and they will be confident and handy when learning.

For example, in the teaching of Spring, I abandoned the method of teaching it in the past and designed such a situation. Let's recall which part of the content we like best. You can do it independently or cooperatively in your own way, and then report this part. Students who can describe the beautiful scenery in their own words can talk about it. Students who like painting can draw beautiful scenery in spring. Students who like to collect information can look up pictures about spring before class. Students who like reading aloud can enjoy reading. If there is another way, you can. A few minutes later, several students showed their gains in different ways. Is there a language that vividly describes spring flowers and spring grass? Draw five pictures by drawing, and five students go to the front to perform children's plays. Some students went to the front to show the pictures and materials collected before class. Each student's cognitive style is different, and each student has his own different learning style. Teachers give students the freedom to choose methods, which is the embodiment of respecting cognitive style and learning style? It creates conditions for students to explore independently.

Third, create a harmonious atmosphere, so that students can enjoy the fun of independent inquiry reading.

Reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience. This is also a process of dialogue among students, teachers and texts. In this process, first of all, students are required to turn the silent words in the textbook into spoken language and the static feelings in the text into real feelings? We should not only understand what the author said, but also connect with the author's mind (Ye Shengtao's words). We should also show the characters and scenes in the text, jump out of the paper, bring ourselves into the context of the text, and accept the influence of the text content without obstacles. Therefore, in reading teaching, creating a harmonious atmosphere and attaching importance to students' independent reading will enable students to enjoy the fun of independent inquiry reading.

Students' reading can be independent reading, group reading, simultaneous reading, role reading and so on. In various forms of reading aloud? Through thinking in images, students turn people, things, scenes and things in the text into things that can be seen, heard, smelled, tasted and touched in the objective world. Using association and imagination, we can reproduce the real situation, and at the same time experience the fun of independent inquiry, enter the vast and profound world of works, find places closely related to life, and read our feelings with great interest.

Fourth, pay attention to students' emotional experience? Reflections on respecting students' individuality.

A thousand readers have a thousand hamlets? Students' personality differences determine their differences in the process of independent inquiry reading. In independent inquiry reading, we should not only attach importance to students' emotional experience, but also respect students' individual thinking. Because independent inquiry reading gives students the right to feel, comprehend, appreciate and criticize, so that they can show their individuality and discover themselves in discovery, discussion and defense, thus experiencing the fun of creation. In the actual teaching process, the design of questions should be hierarchical and the language of evaluation should be encouraging. You can design questions that suit your reading needs. Which sentence or paragraph do you like? Tell me why you like it. What do you think is the moral of this poem, and what kind of philosophy does it contain? Tell me what you feel most about this article and its description of _ _ _ _. What can you think of? How do you think this article or this poem should be read? Please draw a picture of the landscape introduced in the article to see which group of students draw the best, and so on. This kind of question design fully respects the individual differences of students' reading and cultivates their creative inquiry ability. Let every student have the opportunity to fully display himself and try the joy of success, which is also the concrete embodiment of the people-oriented concept in education and teaching activities.

Verb (abbreviation for verb) self-summary self-reflection? Cultivate the ability of independent inquiry reading

In traditional teaching, summary is a big link, which is basically completed by teachers. This summary is actually an excellent opportunity for students to reflect on themselves and is irreplaceable by teachers. Because of students' reading activities, through dialogue with the author, we can realize the double discovery of the author and ourselves? Finally, knowledge transfer and spiritual sublimation are realized, so that a person's inner nature of life can acquire a new form at a higher level. Dialogue with the author and the text has hit the students' minds. If we skillfully build a platform for students to talk to themselves according to the situation, it will ignite their hearts. In analogy and association, you will have an epiphany and your thoughts and feelings will be sublimated. Let students summarize and reflect on themselves, which will deepen students' independent inquiry, produce a qualitative leap, make independent inquiry a good learning style and spiritual quality, and finally become an innovative learning ability.

How to carry out autonomous inquiry learning in Chinese reading teaching, I think as long as we focus on the core goal of students learning to learn, take students as the standard, reform from the perspective of students' reading and optimize classroom teaching. In the teaching process, students are in the main position and actively study, while teachers guide students to read and explore independently, guide students to read strategically, gradually learn to read and become the masters of learning. Students are the main body of learning activities. Students can explore independently or in groups. Through independent inquiry and reading, students can move towards a broader research field and explore a broader unknown world.

In the teaching of Chinese reading, making full use of autonomous inquiry learning methods to cultivate students' autonomous inquiry learning ability is helpful to cultivate students' complete and independent personality, adapt to the needs of modern society and personality development, and truly reflect the educational and teaching thought with the core goal of changing teaching me into autonomous inquiry learning that I can learn.