1, students' inner desire

Suhomlinski said: "There is a deep-rooted need in people's hearts-they always want to be a discoverer, researcher and explorer. This demand is particularly strong in children's spiritual world. " Autonomous learning is a strong demand of students.

Case 1 time, opening ceremony of Xiaozhuang Normal School. Mr. Tao Xingzhi was invited to speak on stage. Unexpectedly, his first move was to grab a chicken with his hands and a handful of rice from his arms for the chicken to peck, but the chicken struggled to break free, just not eating rice and not even looking at it. The second action is: holding the chicken and feeding it, but still not pecking the rice. The third action, let go, give up control, a miracle happened, the chicken pecked at the rice.

Reflection: autonomy can let small animals let go of their hands and feet, not to mention students?

2. Requirements of new curriculum standards

Chinese curriculum standards point out that students are the main body of learning and development. Chinese curriculum must pay attention to students' personality differences and different learning needs according to their physical and mental development and the characteristics of Chinese learning. Cherish students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. The determination of teaching content, the choice of teaching methods and the design of evaluation methods will all contribute to the formation of this learning method.

3. Constructivism theory

Constructivism holds that learning is a process of active construction.

Data Link: 2 1 Century International Education Commission has made a forward-looking exposition on the learning view of the future society in the report "Learning: the wealth contained in it". The report points out that one must be able to seize and make use of opportunities in life to update, deepen and further enrich the knowledge he first acquired in order to adapt to the ever-changing world. The future society will be a learning society. For education, it should be arranged around four basic studies, namely, learning to recognize, learning to do things, learning to cooperate and learning to survive.

Therefore, constructivism believes that. The future school education must turn the object of education into the subject of self-education, and the educated must become the person who educates themselves. Learning is not only the process of students' active participation and knowledge, but also the process of self-construction.

Second, what is autonomous learning?

1. Concept: Autonomous learning refers to the learning style of self-reading, self-inspiration and self-satisfaction of students under the guidance of teachers.

2. Features: (Autonomous learning includes four basic features)

(1) Under the guidance of teachers, students independently participate in determining learning objectives, making learning progress, designing evaluation, etc.

(2) Under the guidance of teachers, students actively participate in learning and learn to develop various thinking strategies and learning strategies in solving problems.

(3) Learners have emotional input in the learning process, and the learning process is supported by intrinsic motivation, so they can get positive emotional experience from learning.

(4) Learners can monitor their cognitive activities and make corresponding adjustments.

Thirdly, how to cultivate students' autonomous learning ability.

1. Teachers: change ideas and cultivate interest (premise)

(1) Teachers should establish a "people-oriented" teaching philosophy.

Romans, a famous American psychologist, believes that successful teaching depends on a sincere understanding and trust between teachers and students and a harmonious classroom atmosphere. Therefore, this requires teachers to change their teaching concepts. First of all, teachers should establish a correct view of students. Adhere to the "people-oriented" teaching thought. Respect learning, return the initiative of development to students, pay attention to developing students' subjective consciousness, establish students' subjective position in learning, provide students with space for full development, liberate students from the bondage of passive learning, stimulate students to dare to think, ask and do in class, and truly give play to students' participation and autonomy. Secondly, teachers should pay attention to the change of roles and work closely with students to form a democratic, equal and harmonious relationship between teachers and students, thus effectively helping and guiding students to actively participate in the classroom and learn independently.

(2) Teachers should pay attention to cultivating students' interest in autonomous learning.

Interest is the guidance of knowledge, the motivation of learning and the best teacher. Classroom is the temple for students to acquire knowledge and develop in an all-round way. Only by doing everything possible to activate the classroom with interest, promote students' desire to learn and enjoy learning, can teachers arouse students' enthusiasm for active learning and make students truly become the masters of classroom and learning.

2. Before class: teach preview methods and cultivate preview habits (foundation).

(1) Strengthen preview guidance and cultivate self-study ability.

In the usual Chinese teaching, students' preview before class has not been paid enough attention, and most of them are mere formality, which is not true. Many students only stay in reading the text, clear the obstacles of new words and initially perceive the content of the text. Moreover, it is not uncommon for students to borrow reference books from each other in order to complete the preview homework assigned by the teacher. In view of the above problems, it is necessary for teachers to strengthen preview guidance, so that students can gain something from full preview, instead of making preview a mere formality.

In the teaching of senior Chinese reading, as far as a text is concerned, regular preview homework and optional preview homework can be designed.

General preview content:

(1) Read through the text; (2) Self-learning words (reading, understanding meaning and writing correctly); (3) combing the article organization and perceiving the text content; (4) Draw sentences that have profound meanings or move you; (5) Collect relevant authors and other materials related to the text; (6) Put forward two valuable questions.

Optional preview content:

(1) Write your experiences next to beautiful words or meaningful sentences.

(2) Be familiar with the text, analyze the personality characteristics of the characters, and experience the writing characteristics of the article.

(3) Learn to take reading notes

The regular preview homework needs to be completed by everyone, and the preview homework you choose is decided according to the actual situation of the students.

These methods are taught to students and should be checked and implemented in reading teaching. Once a habit is formed, it will be very helpful to improve students' reading ability and will benefit them for life. "Many projects in China have to undergo continuous practice, persistence and habit formation before they can complete their own affairs." Therefore, I should pay attention to teaching students preview methods and cultivate preview habits in my usual teaching.

3. Classroom: open classroom and autonomous learning (answer)

(1) self-reading (words can be read freely through learning)

"If you read a book a hundred times, you will understand its meaning." Reading is the key to reading teaching, and reading must be implemented. An article must be read repeatedly, read through, understood and familiar. Only by reading out the key points and feelings can we find the problems and feel something.

① Show the topic and guide reading. After students touch on the topic, tell them what they think, what they want to know and what they want to ask. Stimulate students' interest in reading.

Read freely according to your own interests. It is to let students freely choose their favorite form and read aloud according to their own understanding and sentiment of the text. You can read alone, ask Bandu, or invite the teacher to read together. You can freely choose reading methods, such as emotional reading, role reading, reading while acting, etc.

③ Report and read the inspection results. After students fully practice reading; According to your own feelings, read your favorite paragraphs to your teachers and classmates, read out your feelings and understanding and discuss them together. When you find and ask questions, students will have full freedom, and the goal of free reading will be achieved.

(2) Self-study (choose your own learning method)

In normal teaching, teachers often sum up some learning methods to help students learn by themselves in order to give them the autonomy to learn after reading several natural paragraphs. This is a practical and good method to cultivate students' autonomous learning ability. In addition, some methods can be open. That is to say, you can either copy the learning method summarized by the teacher or choose the method you like to learn by yourself. For example, after learning the first and second paragraphs of Guilin Landscape, I asked the study group to study the third paragraph in cooperation. A few students chose the learning method I summarized in the second paragraph for self-study, and most students chose their favorite learning method for self-study: students who like reading chose the "repeated reading method" for learning; Students who are good at scrutinizing words and phrases and thinking repeatedly choose "tasting words and analyzing sentences" to learn; Students who are good at asking questions choose to learn from each other's questioning methods ... various forms of classroom self-study can enliven the atmosphere and foster strengths and avoid weaknesses. Complement each other and achieve the goal of common progress.

(3) Ask yourself (the questions are asked by the students themselves)

The ancients put it well: "There is no doubt that reading requires education and doubt, and there is no doubt that doubt is also there." Only here can we make progress. " "It is often more important to ask a question than to solve it." Reading teaching should guide students to find and think about problems in independent reading, and improve their ability to find, analyze and solve problems.

(1) Create a relaxed classroom atmosphere and let students dare to ask questions. This is often the case in real teaching. It is often a few students with good grades who dare to ask questions, while most students remain silent. They are afraid that if they don't ask their questions well, they will be laughed at by their teachers and classmates. Therefore, we should be kind to students' questions, be kind to students who ask questions, smile, be positive and not sarcastic. There will also be such a situation in class: when a student stands up to ask or answer a question, there is a slight deviation, and other students not only laugh loudly, but also raise their hands higher and higher, and even stand up and ask for "I'll do it." Students who speak at this time often feel pressure and lose confidence, which is not conducive to creating a relaxed classroom atmosphere.

(2) Teach students how to find problems and make them good at asking questions.

There are many ways to ask questions.

A. Ask questions about topics, such as the article "Harmony". Students can ask questions according to the topic: who will it be? Who is the item? What do they disagree with? What is the reason for making up again?

B. Ask questions about key paragraphs: For example, after reading the article "Arrow of Borrowing Grass Boat", students can ask: Why did Zhuge Liang pick up the arrow at the fourth watch on the third day? Why does the bow face east and the stern face west? Why are you beating gongs and drums and shouting? Why did Cao Cao let the crossbowman shoot arrows instead of attacking? Wait a minute.

C, seize the key words to ask questions, such as "Zhan Tianyou", students can seize the words "outstanding", "patriotic", "blackmail" and "ridicule" to ask more than 20 questions.

……

(4) Since the Enlightenment

(1) in self-reading comprehension.

② Understanding in teacher-student interaction. For example, in Zhan Tianyou's class, teachers and students cooperated in an interview. Teachers act as "reporters" and students act as "Zhan Tianyou" or "tourists". "Reporter" asked "Zhan Tianyou": What did you think about the difficulties in discovering and establishing imperialism? The reporter asked the tourists: Do you think the herringbone circuit designed by Zhan Tianyou is scientific? How to treat Zhan Tianyou and others?

③ Understanding in the interaction between students and students. Another example is Zhan Tianyou. When learning the paragraph "Zhan Tianyou designed herringbone railway to solve the difficulty of train climbing", I used the form of group cooperation and student interaction to let students read since the enlightenment by themselves, and asked each group to cooperate to demonstrate the process of train climbing. So each group has a reasonable division of labor, some find pencils and erasers as trains, and some design herringbone on draft paper, in class and even on the ground. Finally, work closely together to demonstrate the scene of the train climbing.

In the debate, I realized that when students have different opinions on a certain issue in class, academic students can guide students to "debate", such as Fanka's class. I put forward such a question to organize students to argue: if grandpa receives a letter from Fanka, will he come in to pick up Fanka immediately? (Excerpted from some classroom debates)

Professor: Yes. Fanka is grandpa's only grandson. Fanka was beaten, starved and frozen in the city. Grandpa must feel sorry for him.

Against: No, of course Grandpa sympathized with Van Gogh, but Grandpa couldn't support him. Why else did you send him as an apprentice?

Founder: Fanka has grown up. Didn't he say in his letter that he could go to Fichika and promise him to feed himself by herding sheep?

Against: Grandpa is the night watchman of Master Rifalovich's house. Does he have time to pick up Fanka?

Zheng Fang: Grandpa can ask Master Rifalov for leave!

Opposing party: Even on vacation, grandpa will freeze to death on the road if it is too cold without shoes.

Founder: Even if Grandpa can't pick him up in person, I know from Fanka's letter that Fanka has a good friend named aminah, who is a coachman. Grandpa can entrust him to pick him up.

……

The argument was fierce. In the process of argumentation, students can not only use the examples in the text, but also demonstrate with the social environment and their own life experiences at that time, which further strengthens their understanding of the text content.

(5) Self-binding. (1) Talk about post-harvest learning. After learning a paragraph or a whole text, let the students sum it up and tell them what they have learned. How did you learn it? Talk about your own experience or something.

2 design your own homework. After learning the text, teachers can design some hierarchical homework according to the differences of students, so that students can "do" and "choose to do".

For example, in the Great Wall class, I designed my homework like this:

Group A: Recite the article "The Great Wall", copy the words after class and tell the structural characteristics of the Great Wall;

Group B: Recite the article "The Great Wall", extract your favorite beautiful words, draw the appearance of the Great Wall, and highlight its grandeur;

Group C: Recite the article "The Great Wall", find extracurricular materials about the Great Wall to read, make a "small publicity", write a propaganda draft, and make a great wall propaganda for the 2008 Beijing Olympic Games;

Group D: Recite the article "The Great Wall" and carry out comprehensive inquiry learning with the topic of "The History, Present Situation and Future of the Great Wall".

Designing this kind of homework, top students eat well, middle students eat well, and students with learning difficulties can eat well, which is conducive to students' independent learning and development.

In addition, students can also design and complete an assignment for themselves according to their own specialties and hobbies, such as the lesson of "making peace with generals".

Finally, I want to give you a message.

Give students a space and let them go forward by themselves.

Give students a condition to exercise by themselves.

Give students time to make their own arrangements.

Give the students a question and let them find the answer by themselves.

Give students a chance and remember to seize it yourself.

Give the students a conflict and let them discuss it by themselves.

Give students the right to choose.

Give students a topic and let them create it themselves.