The focus of autonomous inquiry learning is students' autonomous learning and independent inquiry, and the core is the development of students' creative thinking and innovation ability. Compared with traditional teaching, this is a brand-new teaching mode. It refers to creating a learning style different from traditional learning with the problems encountered in teaching as the guide, and the core of this learning style is "science". It uses the rigor and accuracy in scientific research to improve students' academic performance with simple and effective methods. Its main behavior is "inquiry", and the combination of the two is to use scientific methods to carry out inquiry learning. This not only improves students' academic performance, but also greatly improves students' inquiry ability, which is of great significance to inquiry learning.
In traditional Chinese classes, teachers usually guide students to read the text first, then ask questions according to the theme of the text, and then discuss and learn with questions. If the text is long, primary school students will lose patience and study with distraction, and the result is always unsatisfactory. In addition to reading the text as a whole, the teacher will also draw out the key new words and words in the text for students to remember, and finally explain the central idea embodied in the text. There are many shortcomings in this teaching process, which makes primary school students feel boring. The only place where a teacher can show his ability is in the process of explaining, but no matter how funny the teacher is, he can't avoid the traditional teaching process, which leads to unsatisfactory teaching effect. At this time, if teachers vigorously cultivate students' inquiry learning ability, students will take the initiative to attack in class and communicate with teachers with a flexible attitude. In the long run, it can not only enliven the classroom atmosphere, but also enhance the feelings between teachers and students. The most important point is that the classroom efficiency and quality in Chinese teaching have been greatly improved, which is also the purpose and significance of cultivating primary school students' inquiry learning ability.
1. Ask questions skillfully to stimulate students' interest in inquiry.
We can't rush to achieve success in cultivating primary school students' independent inquiry ability, because for primary school students, everything has just begun. As long as we train them step by step, we will still achieve great results. In the primary school stage, students' independent inquiry ability is not required, but only to stimulate their interest in learning and let them take the initiative to answer questions, which is a satisfactory result. Therefore, the teacher's task at this stage is very simple, that is, in classroom teaching, let students ask questions skillfully and not deviate from the text itself. Stimulated by the questions, the students scrambled to pick up the textbooks to find the answers. With great enthusiasm for learning, playing while the iron is hot will also receive good results.
For example, in the text "Army God", teachers can skillfully ask a question without deliberately describing the thrilling and fearless tragic scene of Liu Bocheng during the operation: "In this text, some people are called talking steel plates. Please guess, why did this person get this name? " After asking this question, students' interest in learning will be aroused, and they will eagerly turn over their textbooks and want to know why some people are called talking steel plates. In this process, they will unconsciously enhance their ability to explore independently, and at the same time learn the text with questions. Students will have a strong sense of substitution, listen more to the teacher's explanation, and naturally have a deeper understanding of the text as a whole.
2. Encourage students to question the teaching process and cultivate questioning consciousness. Asking questions can often make people think deeply and is also a kind of inquiry for students.
A more important point in the cultivation of research ability. Teachers should encourage students to ask a series of questions, even if their questions are meaningless, they can't dampen students' confidence. When some students question the knowledge in textbooks in class, teachers should encourage students to think positively. Because only after careful consideration can you ask questions in class.
For example, in the article "Lamp", the protagonist "I" was a war correspondent during the war, and only when I met an old soldier in the interview did I get the touching story of "Lamp". After learning this text, some students asked, "There is not much I don't understand about this text, but I am curious. Is the' I' in this article the author himself? And what happened to the hero after the war? How many difficulties and obstacles did he overcome to successfully share this article? I don't understand all this. The questions raised by the students are not in the text. Through this example, we can see that inquiry learning is best reflected here, which not only extends from classroom to extracurricular, but also improves students' thinking ability.
3. Organize students to discuss in class and improve in group cooperation.
In inquiry learning, cooperative ability is also a very important embodiment. Many problems encountered in learning are difficult for individuals to solve. Even if students are gifted, I am afraid they will be at a loss. At this time, under the guidance of the teacher, through the division of labor among the students in the group, solving the more difficult problems encountered in the classroom will greatly reduce the pressure encountered by the students in their studies and will be of great help to enhance the feelings between the students. In addition, this team-based cooperative learning not only improves students' individual ability in discussion, but also greatly enhances the cohesion between teams. This kind of cooperative inquiry learning is exactly what we need to praise.
For example, in the text "Looking for Camels", the old man taught the businessmen who rushed to look for camels a good lesson through his rich experience accumulated over the years. The theme is to educate students not to panic in case of emergency, and carefully observe the details of life in order to find the most suitable way to deal with it. In this text, the old man accurately explained the various characteristics of camels, which enabled businessmen to find camels accurately. In class, students can discuss the characteristics of camels through group communication, and the members of each group point out the various parts of camels respectively. In this way, they can not only acquire the philosophy of life, but also enrich their extracurricular knowledge.
4. Guide students to carry out inquiry learning and cultivate inquiry ability.
Chinese comes from life. Therefore, in the coverage of learning, the scope of Chinese correspondence is very wide, almost equal to the scope of life. In this case, Chinese studies can be said to be everywhere. In daily life, whether eating, walking or communicating with people, Chinese learning can be consolidated and strengthened. For Chinese teachers, their task is to instill ideas through scientific methods and let students establish a strong concept of Chinese learning. Because this kind of life-oriented subject can be studied while doing some ordinary things, we should also realize that it is very important to improve the Chinese level through extracurricular study. As long as teachers are trained, students' independent inquiry ability will be improved, so that under the impetus of learning concept, students will consciously use inquiry ability in extracurricular learning and constantly use knowledge in their lives, thus improving their Chinese performance imperceptibly.
Chinese teachers in primary schools should actively guide students to carry out independent inquiry learning, look at life with questioning eyes and develop students' independent inquiry ability. When asking questions, teachers can lead out questions step by step, guide students to think, and also guide students to ask questions to cultivate students' ability to find problems; In solving problems, teachers can guide students to discuss and answer independently in the form of group cooperation, and the thinking collision between group members is conducive to the improvement of primary school students' independent inquiry ability; Teachers should encourage students to improve their independent inquiry ability in life practice, dare to question life events, dare to ask questions and solve problems. Independent inquiry ability is an essential quality for innovative talents. Chinese teachers in primary schools should attach importance to the cultivation of students' independent inquiry ability, so as to lay a good foundation for students' development.