First, the connotation of research-based learning
(A) to explore the meaning of learning
The so-called inquiry learning is the change of learning mode under the control of new educational ideas, and it is a process in which students actively explore and study knowledge, that is, under the guidance of teachers, students choose and determine topics from nature, society and daily life for research, and actively acquire knowledge, find problems, ask questions and solve problems during the research process.
Inquiry emphasizes that students are not passive recipients of knowledge, but active explorers in the process of inquiry learning. Research-based learning emphasizes students' active inquiry and autonomous learning. The main feature of this learning method is to learn through high-level thinking and build knowledge on the basis of solving problems. Research-based learning is very suitable for the needs of the future and modern society, and it is the product of the combination of education development and times development in China.
(B) the comparison between inquiry learning and acceptance learning
Inquiry learning and receptive learning are relative learning styles. Accepting learning means that learners possess the experience provided by the giver, turn the experience created by predecessors into their own experience, and make themselves a tool to identify things and deal with problems. There are three types of receptive learning: mechanical receptive learning, passive receptive learning and meaningful receptive learning [2]. The first two learning methods are widely used in traditional Chinese teaching in China. What we usually call receptive learning refers to learning methods with mechanical receptive learning and passive receptive learning as the main contents. There are two main differences between inquiry learning and receptive learning:
1. Inquiry learning emphasizes students' subjectivity, and receptive learning takes teachers as the center.
Accepting learning is the center of teachers' classroom teaching. Students only passively accept the teacher's knowledge. Often after a class, I only hear the teacher gushing, and the students keep waving pens and desperately taking notes. In the end, it will only lead to students' blind obedience to learning knowledge and make them lose interest in learning.
The so-called subjectivity means that students independently ask questions and solve problems in the whole learning process, and truly become the masters of learning. Putting students in the main position is the most prominent feature of inquiry learning. Chinese teachers appear as instructors and organizers in the process of research-based learning of Chinese subjects. According to the textbook itself and the students' reality, teachers give timely choices, guidance and help to the problems that need to be discussed, so that students can take fewer detours and do less useless work. Students are the masters of learning. He should give full play to his subjective initiative and be able to design and control the Chinese learning process. According to my hobbies, I choose different questions to carry out inquiry activities and explore the laws of the China world and the objective world.
2. Inquiry learning emphasizes the practicality of learning process, while receptive learning pays attention to teachers' teaching.
The knowledge of middle school students in receptive learning is often chewed thoroughly by teachers and passed on to students according to their own understanding. Instead of students exploring and practicing the results themselves. As a result, students only know what it is and don't know why. Finally, students lose the ability to re-create.
Inquiry learning has a strong practicality, with special emphasis on students' personal experience. He organizes students' learning activities around the presentation and solution of problems. Through the practical opportunities provided by research-based learning, students personally participate in exploration, analysis, discussion, material collection and information processing. The practical characteristics of inquiry learning teaching mode enable students to apply what they have learned in Chinese to practice, apply what they have learned and achieve something, which is helpful to transform indirect experience into direct experience, thus improving their practical ability.
Second, how to guide students to carry out inquiry learning in Chinese teaching in primary schools
From the perspective of Chinese teaching, inquiry learning requires students to find and solve problems in the process of learning and using language, explore the beauty and emotion contained in language and words, and cultivate students' comprehensive language application ability. Inquiry learning not only changes students' Chinese learning methods, but also promotes students to form positive learning attitudes and good learning strategies, cultivates innovative spirit and practical ability, thus promoting students' Chinese literacy in an all-round way. Therefore, inquiry learning is one of the practical ways of comprehensive education reform, and it is also one of the basic ideas put forward by the new curriculum standards for the reform of traditional Chinese teaching mode. Then, how to implement inquiry learning in primary school Chinese classroom?
(A), create a situation to stimulate the desire to explore independently.
Tolstoy said: "Successful teaching needs not compulsion, but arousing students' desire. "If teachers are eager to spread knowledge and don't try their best to make students feel high and intellectually excited, then this kind of knowledge can only make people have an indifferent attitude, without exultation, learning will become a burden for students. Therefore, efforts should be made to create a good atmosphere of inquiry in teaching, so that students can be placed in a situation of inquiry, thus stimulating students' desire for learning and making them happy to learn.
For example, in the "Four Suns" class, students are asked to close their eyes, play a video for students to listen carefully, and then ask, "What sound did you hear just now? How did you feel?" Some students replied: "The whistling wind is like the cold north wind in winter." Some said, "I feel the wind blowing on my face, shivering with cold." At this time, the teacher said, "Yes, there is a child who feels the same way." At this time, the students can't wait to open their eyes and read the courseware. When the students were fascinated, a red sun rose to the sky and asked, "How do you feel at this time?" Some said, "I don't feel cold anymore." Some said, "I feel very warm."
Here, modern teaching media are skillfully used to create teaching situations, specifically requiring students to close their eyes and listen to lectures to stimulate the desire of association and inquiry. In order to solve the good wishes of friends who have miscarried, lay down their mentality. When students open their eyes and see the courseware, if they are there, listen to their voices and observe their surroundings, and participate in learning activities with a variety of senses, so as to learn knowledge with a happy attitude.
(2) Open the classroom and explore the potential of independent inquiry.
In the open problem situation, students' roads are broadened and sparks of thinking are flashed. At this time, if teachers do not provide students with opportunities to try, students will become containers to accept knowledge, which seriously hinders the development of students' inquiry ability. Therefore, the design of teaching content should be as open as possible, and the teaching methods used for inquiry should also provide students with opportunities for inquiry, that is, to be the first. Practice after talking is to try before dialing. Giving students the initiative to learn is conducive to students' initiative to re-create and to students' guessing and verification.
For example, when teaching the lesson "Crow Drinking Water", I asked students to think of a better way for crows. Some said, "Crows can find a straw, which is more convenient to drink." Some said, "I invited him to my house to drink water." Others said, "If you lean the bottle against a nearby stone, you can drink water." In this kind of open teaching, students' thinking is broadened, the sparks of thinking are flashing, and students participate in exploration with a positive attitude.
(3) Be good at questioning and dare to imagine.
Doubt is the beginning of thinking and the end of learning. Teachers should guide students to express their doubts in teaching. Even if there is no doubt, they should put themselves in specific situations and ask themselves questions. Zhang Zai, a thinker in the Song Dynasty, said: "If you study in a place where there is no doubt, you will definitely find problems, analyze problems, solve problems, and have new discoveries, new gains and new joy." Stimulate the interest in learning Chinese and have a strong thirst for knowledge.
For example, when teaching the article "Little Gecko Borrows Tail", let the students read the topic and ask questions. At this time, a student asked: Why did the little gecko borrow its tail? Another student asked: Did the little gecko borrow its tail? At this time, I am not in a hurry to answer, but organize students to read the text by themselves, and feel and seek answers in reading. This not only satisfies students' desire to explore, but also cultivates students' ability to explore.
(4) Enlighten in time and induce the direction of inquiry.
In inquiry teaching, the teacher is the guide, the basic task is to inspire and induce, and the students are the explorers, whose main task is to discover new things through their own inquiry. Therefore, we must deal with the relationship between teachers' "guidance" and students' "exploration", so that students can neither wander aimlessly nor draw too much. We think: "First of all, we should give appropriate instructions. When students are at the turning point of thinking, or at the heavy and difficult point of knowledge, and still feel that they can't solve it through their own efforts, teachers should give them appropriate guidance, give them some enlightening enlightenment, clear the fog of learning and let them see the light and hope. The key to counseling is to meet the needs of students and let them explore smoothly.
When students explore, teachers should be guided by inquiry and guided by inquiry. At the same time, we should grasp the degree of "citation" and guide students to approach the conclusion step by step.
(5) Pay attention to reflection and improve the ability of independent inquiry.
It is impossible for students to acquire the knowledge of the whole system at one time in independent inquiry, and it is impossible for the methods used in each inquiry to be scientific. Therefore, after classroom inquiry, students must reflect on the knowledge gained by their learning behavior. At the end of each class, we should ask: What did we learn from the previous study? What is the most successful inquiry method? Through reflection, students can raise their thinking process to a certain height, find scientific inquiry methods, explore laws and improve their independent inquiry ability.
Third, the evaluation of inquiry learning in Chinese teaching
The evaluation of inquiry learning should be formative evaluation, mainly positive evaluation. We should pay attention to the evaluation of the richness of learning content and the diversity of inquiry methods, pay attention to students' self-evaluation, develop students' creative thinking and promote students' self-improvement and development. In the usual teaching, we should pay attention to effective evaluation strategies, or "timely evaluation", "delayed evaluation", "positive evaluation" or "side evaluation", focusing on encouraging students to dare to explore, be willing to explore and be brave in innovation, so as to realize "innovative development".
For example, when learning horse racing in Tian Ji, let the students talk about "Who do you want to learn from the text? Learn from him? " Many students say "learn from Sun Bin", some say "learn from people who are observant and willing to use their brains", some say "learn from people who are smart and resourceful and dare to challenge", and some say "learn from people who help the weak and are willing to help others". At this time, I was not in a hurry to determine, so I adopted the "delayed evaluation" and continued to ask the students: "Who else can I learn from?" So the students thought about it and said enthusiastically, "Learn from Tian Ji, learn from his honesty, and don't play tricks." Some said: "Learn from Qi Weiwang, learn from him to abide by the rules of the game, be frank and magnanimous, and be regal." Imagine, if it is not the application of "delayed evaluation", can students have such personalized thinking, multi-angle and creative views?
Scientific evaluation encourages innovation. It not only fully affirms students' active participation in inquiry, but also stimulates students' desire to continue inquiry; We can also expand the time and space limited to the classroom to outside the classroom and guide students to explore in libraries, reading rooms and social life. Without giving students more opportunities to read, think, practice and explore, how can we cultivate more creative talents with thinking and ability?
In a word, Chinese inquiry learning pays attention to the cultivation of students' ability, and requires students to explore with their hands and brains, acquire knowledge in study life and social life, and apply knowledge to solve problems. What we value is the change of learning style brought by inquiry learning activities to children, and it is the real experience and feeling that students get through inquiry learning. Carrying out inquiry learning activities in time can enhance students' learning motivation, cultivate their interest in exploring Chinese, cultivate their ability of observation and analysis, enhance their research ability, and gradually cultivate students into research talents needed by society.