"Chinese Curriculum Standard" points out: "Students are the masters of learning. Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences and encourage students to choose their own learning methods. "The emphasis here is on students' autonomous learning. Autonomous learning is the inevitable requirement of quality education and the only way to cultivate talents. It plays an irreplaceable role in carrying forward the initiative spirit of students' personality and developing students' various potential learning abilities, including strong innovation consciousness and pioneering spirit, open thinking quality and knowledge structure, excellent wisdom sentiment and aesthetic ability. When autonomous learning is introduced into the teaching process, the teaching structure will undergo a qualitative change, and the development function of teaching will be fully exerted, thus making a new breakthrough in the teaching theory of "teaching and development". Then, in the teaching of Chinese reading, how should a Chinese teacher who is struggling in the front line of teaching create conditions for promoting students' autonomous learning? Below, I will talk about some feasible methods for educators' reference based on my years of teaching. First, the formation of a democratic atmosphere. Classroom reading teaching should be a bilateral activity between teachers and students, and it is an information transmission process in which both sides participate and coordinate to complete communication. Only by fully carrying forward teaching democracy can teachers enhance students' sense of "ownership" in the classroom, exercise students' ability to think positively and dare to question, let students taste the sweetness of "just jump" and let students not only actively participate in learning, but also participate in teaching. If teachers only follow their own way of thinking and traditional teaching methods, or tell students standard answers directly and abstractly, it will be difficult to put teaching on the psychological basis of students, students' dependence on teachers will not be broken, and students' subjective consciousness will not be aroused. They will always be the slaves and pockets of knowledge. Therefore, in the classroom reading teaching, we must abandon the traditional teaching concepts and methods, strive to create a democratic and harmonious teaching atmosphere, try our best to let students participate in the teaching, and reflect real democracy. In teaching, I let students participate in teaching in a democratic way: the teacher gives students an assignment entitled "Please give me some ideas" and then asks: "If you have any suggestions for reading teaching this semester, please ask as many as possible." A few days later, I received the "homework" from the students. Through reading and analyzing one by one, I screened out feasible suggestions, created a wall newspaper and named it "Students' Golden Ideas", and gradually applied these ideas to reading teaching. This method is strongly supported by students for a simple reason: we often say that students are the main body, and in the process of teaching and learning, students have the most say in the teacher's teaching. Through improvement, the teaching efficiency can be greatly improved, and no thankless things can be done; Besides; The word "you" in the homework "Please give me an idea" is emotional. Students are willing to do it. Saying "give me an idea" instead of "give me an idea" can eliminate students' worries. Students will also actively do it, say "give me an idea", and then mention it when they think of it. It is convenient and feasible, and students can easily do it. It can be seen that this practice should be an effective shortcut. Second, understanding the multi-directional knowledge of thinking is the crystallization of wisdom, but having knowledge does not mean having wisdom. Knowledge can be given, but wisdom cannot. From the perspective of individual cognitive development theory, any true knowledge is the product of self-construction in activities, and true knowledge is the unity of knowledge and wisdom. Therefore, in reading teaching, because students have different experiences, different personalities and different understandings and feelings of the text content, I pay special attention to respecting students' unique ideas and viewpoints, not easily denying students' understanding, and encouraging students to understand from different angles and different starting points. For example, when I was teaching the article "Borrowing Arrows from Grass Boat", some students suggested that the best topic should be changed to "Deceiving Arrows from Grass Boat". The reason is: "Because Zhuge Liang got the arrow from Cao Cao, not borrowed it." As soon as this reason came out, it was like a drop of water falling into a boiling oil pan, and the classroom suddenly exploded. But after a while, a student stood up from his seat like a spring and said, "From Zhuge Liang's command to the sergeant's shouting' Thank the arrow of Prime Minister Cao', it can be seen that you don't have to thank for cheating the arrow, but you have to thank for borrowing it, so the title is' Borrowing the arrow of the grass boat'. As soon as the voice fell, another student gave his reason: "I think he borrowed an arrow, because Zhuge Liang didn't return the borrowed arrow to Cao Cao when he arrived in Battle of Red Cliffs? People borrow and pay back. "The atmosphere in the classroom is very tense, and the students' interest is also rising. Even better, another student said, "The purpose of writing an article is to praise Zhuge Liang's resourcefulness and resourcefulness.' Cheating' is a derogatory term. The title was changed to "Grass Boat Cheating Arrows", and the center of the article became to expose Zhuge Liang's intrigues. " Faced with so many personal understandings and this fierce debate, I am happy to say a very enlightening sentence: "Your views are so unique and your performances are so wonderful. In learning, as long as you are good at questioning, boldly asking questions, putting forward creative opinions and full of challenging passion, the door to success is not far from you. " Third, the choice of questioning methods In reading teaching, students' learning can be roughly divided into two types: autonomous learning-solving problems in existing development fields, that is, problems that students can solve independently through their own efforts; Cooperative learning-solving problems in recent development zones, that is, problems that students can't solve independently through personal efforts. Among them, teachers don't talk about the problems that students can solve independently, so that students can complete in self-study since since the enlightenment, and the problems that need students' cooperation to solve are not only the proper choice of teachers, but also the free choice of students to find study partners and explore ways to solve doubts. In reading teaching, I often let questions come from students and return to them. Except for those problems that students can solve by reading, thinking and discussing with existing knowledge under the guidance of teachers, the problems that can't be solved can be "you say a word, I say a word", and the whole class works together. Of course, students can also combine freely, form study groups, and choose solutions freely. Such as reading, experiment, discussion, giving examples, connecting with practice, etc. Students can freely choose which one they like, and then let them freely express their understanding of related issues and unique creative opinions, so as to improve their ability to solve doubts and cultivate their innovative ability. Fourth, the autonomy of self-study goals As we all know, the development of students' learning ability is unbalanced, that is, there are differences, so preview before class. These two differences are difficult to overcome or narrow, mainly because students with strong learning ability master much, learn well and learn quickly, which undoubtedly poses a severe challenge to classroom reading teaching. How to meet the needs of students with different development levels? How to encourage students to participate in learning independently? In my opinion, we should not only cultivate students' awareness and habits of autonomous learning, but also consider their individual differences. The goal of self-study before class should be drawn up by students themselves, which is the premise of students' autonomous learning. Teachers should not replace students' self-study goals with collective self-study goals across the board, but should handle the relationship between generality and individuality. For example, when teaching the article "Dong Cunrui gave his life to bomb the bunker", in order to increase students' awareness of autonomous learning and let them take the initiative to participate in learning, I guided students to set their own autonomous learning goals. The teacher asked, "Everyone has previewed the article" Dong Cunrui gave his life to bomb the bunker ".Who would like to tell you his deepest feelings?" The students are scrambling to raise their hands. Life: "Dong Cunrui's wit and courage, and his spirit of not being afraid of sacrifice are very valuable." Life: "In the article, the description of the psychological activities of the characters is particularly detailed and wonderful." Life: "The article is short, but the content is profound and touching." Life: "The author's language is vivid and his words are delicate." In this way, seven or eight students talked about their feelings in succession, and then I threw out a bait: "What is the goal you want to learn most from this text?" What method do you want to learn? "The students raised their hands like mushrooms after the rain. Life: "My study goal is to learn from Dong Cunrui, and my study method is to study carefully the sentences describing Dong Cunrui". Life: "I take the description of psychological activities as my learning goal, and learn positive description and side description." "The way to learn is to grasp sentences describing psychological activities and taste them." Life: "My learning goal is to describe details, and I want to learn through practice." Life: "My study goal is to read the text with emotion. The method is to use empathy and empathy to make yourself feel profound. " I affirmed all the learning goals set by the above students and asked them to spend five minutes studying according to their own learning goals and methods. It can be said that all the students participated in the study with a positive attitude and made great achievements. In a word, as long as every teacher can use his brains according to teaching practice, he will certainly create newer and more effective methods and create a good autonomous learning situation for students.