Type. As the name implies, students are the main body of learning, and through students' autonomy.
Analysis, exploration, practice, questioning, creation and other methods to achieve learning goals.
The Outline of Basic Education Curriculum Reform (Trial) is about the basic education curriculum reform.
Ge's specific goal points out: "Change the current situation that the curriculum implementation places too much emphasis on learning, rote memorization and machinery, advocate students' active participation, willingness to explore and diligence, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate." The new curriculum standard also points out that "Chinese curriculum must be based on the characteristics of students' physical and mental development and Chinese learning, cherish students' curiosity and thirst for knowledge, encourage independent reading and free expression, fully stimulate their problem consciousness and enterprising spirit, pay attention to individual differences and different learning needs, and actively advocate independent, cooperative and inquiry learning methods."
Most students in this class are only children living in Zhenhai. Their parents have a high level of education, a stable job and a fixed source of income, and their parents also pay more attention to their children's education. However, parents' expectations are high, because they are eager to see their children become dragons, and quite a few families fall into the misunderstanding of doting and over-management. These children are generally smart and lively, but they are not active enough to study and lack the spirit of suffering. Learning is always a student's own business. If you don't work hard, it won't help if your parents and teachers give everything they have. How to cultivate students' autonomous learning ability? I have taken the following measures:
First, change ideas and establish a sense of autonomous learning.
Guan Jiangang, a famous special-grade teacher, suggested that writing is a responsibility. In fact, isn't it a responsibility for children to learn various skills? Students are independent individuals with subjective initiative and the main body of learning activities. Instead of passively accepting external information, they actively construct the meaning of current things according to their previous cognitive structure attention and selective perception of external information. They have the need, desire and ability to learn independently, and there is no need for teachers or parents to do everything for them. Only on the basis of giving full play to students' learning autonomy can the learning effect be the best.
In order to cultivate students' subjective initiative, I keep telling children in teaching that everyone is an independent individual. We not only have distinctive faces, but also brains and bodies different from others. Since we are unique individuals in this world, we should also bear corresponding responsibilities while exercising our power and enjoying ourselves, and as students, we should bear the brunt of learning for ourselves. To this end, I also held theme activities such as "I am the master of learning" and "Strive to be the little master of learning". Through these activities, students further realized that learning is their own business, and learning well requires hard work and unremitting efforts.
Family education plays an important role in students' healthy growth and good habits. Through the investigation, it is found that the parents of this class have a good desire to educate their children, but the educational methods are extremely scarce. So I use every parent-teacher conference to focus on specific training for parents, clearly tell them the specific tasks and direction of efforts at this stage, and also recommend some family education books to parents, including Appreciation Education by Isabella Chow, Good Parents and Good Children by Lu Qin, Good Mother is Better than Good Teacher by Yin Jianli, and Good Dad is Better than Good Teacher by Dong Zi. The purpose is to let parents learn to be tutors for their children, not domestic servants.
When students first entered school, I once told parents and students a story: every child is 100% of himself, 200% or even more of his parents, and he is only a few hundred percent of the teacher. The purpose is to strengthen the self-awareness of parents and students. Because of this, most parents in the class can accompany their children to read for nearly a year and a half, and can help them record literacy and reading until they are fully capable of recording themselves.
With the continuous improvement of grades, children's learning attitude is increasingly correct and their learning ability is constantly strengthened. At the parent-teacher meeting, I will give advice to parents according to their children's learning situation: for children who can study consciously, actively and actively, I suggest parents try to let go, because they have been helped on the road and need to be given the opportunity to move forward alone. After a long period of test and tempering, they can turn their short-lived independent behavior into an attitude and habit; For children who have little interest in learning and have not developed good study habits, I clearly tell their parents that this is not only related to the children themselves, but also related to the parents' failure to seriously perform their counseling duties in the lower grades. Since we are behind in this class, we must change our methods to catch up and give up persistently in order to help our children get on the right track. For students who are on the verge of self-reliance and dependence, I suggest that parents must change their methods and give targeted guidance so that students can become independent as soon as possible.
In this way, students, parents and teachers form a * * * knowledge, which is conducive to improving students' awareness of autonomous learning.
Second, gradually liberalize and urge autonomous learning.
As the saying goes, "action is better than heart". In order to make students develop the habit of autonomous learning, we must create conditions to provide them with a broader platform for autonomous learning, so that they can gradually improve their autonomous learning ability in learning practice.
Because of the particularity of Chinese course, students must be required to preview in advance, which will directly affect the quality and effect of the classroom. First, I will change the students' exercise books into independent preview books, mainly because students practice writing new words in the text themselves. When they encounter difficult words, they will look them up in the dictionary. If they can solve the problem by themselves, they will never ask others for help. The second assignment is to find some words that are easy to make mistakes or can't be written. In this way, students can copy new words more scientifically than before. After all, we are not students, and each student has a different learning foundation and a completely different understanding and cognition of words. Teachers must not replace students' understanding with their own understanding, so that students can proceed from their own reality, which is more targeted and effective. I used to need the supervision of my parents to finish reading the text smoothly. Now, on the basis of reading the text fluently, parents are required to read it to their parents on their own initiative and make a reasonable evaluation of their reading. Parents' signatures are also changed from the original proof of "seeing X times" or direct signature to "seeing very skillfully" and "making much progress than before". If you read it again, it will be better "and so on. Obviously, parents have changed from the former high-ranking supervisors to the current collaborators and participants, and children have changed from former learners to real learning masters, knowing their own advantages and disadvantages, which is convenient for further improvement.
In the classroom, I also try to design some open questions and students' autonomous learning links, and then I will teach according to the learning situation and give guidance according to the learning situation. For example, a few days ago, our fifth-grade Chinese group had a relatively open inquiry class "Peanuts". At the beginning of class, we told the students that groundnut is not only the name of a crop, but also the pen name of Xu Dishan, a modern writer and scholar in China. Then we asked the students, "Do you have any questions about this pen name?" Students naturally wonder: Why did he give himself such a pen name? What is the meaning of this pen name? With such questions, students will take the initiative to start learning peanuts. Then, in the study of peanuts, the key part is to let the students read quietly and ask questions while reading, and then the teacher will guide the students to understand and appreciate the key and difficult points in a targeted manner until the children learn something. It should be pointed out that through the teaching of four classes, it is found that the learning situation in each class is different, and the children's knowledge reserve and understanding ability are also different. It doesn't seem feasible to give full play to students' initiative in learning, so as to cope with changes with constant changes.
In addition, for the design and modification of classroom training exercises, I also try to give full play to the initiative of students. I often try to let students design independently or in groups, and then choose the best candidate. I want children to know that the teacher is helping you study, not forcing you to study.
After class, I also teach students the right to assign homework. First, the top students take the lead, and then the students gradually move and take turns to assign homework. In addition, when reviewing intensively every semester or at the end of the term, I let the children prepare their own review books. I discussed with the students how to review all kinds of texts and China gardens, and what knowledge we need to master, and then formed * * * knowledge for children to implement.
Third, strengthen cooperation and improve the efficiency of autonomous learning.
After all, learning is a student's own business. If students work there passively and don't make contributions, the effect will naturally not be good. But after all, primary school students are young and have poor self-discipline ability. How to keep students' enthusiasm for learning and devote themselves to learning more actively? I set up a study group with my children, and each group has its name, rules and training. The group leader is the general manager of the group and consists of three group leaders. Four people choose their posts according to their own advantages, and do their own jobs, so that everyone has something to do and everyone has something to do. One of them is responsible for correcting students' own homework, one is responsible for the diary of initial evaluation, one is responsible for checking the exercise book, and the other is responsible for checking and reciting. After the initial evaluation, the teacher will review and pass the review. After all four students in the whole group have achieved excellent results, the group will add one point. This greatly mobilizes students' learning enthusiasm and helps to cultivate students' autonomous learning ability.
Fourth, evaluate and feedback the effect of autonomous learning in time.
Curriculum standards point out: "The fundamental purpose of Chinese curriculum evaluation is to promote students' learning and improve teachers' teaching. Chinese curriculum evaluation should accurately reflect students' learning level and learning situation, and fully implement Chinese curriculum objectives. We should give full play to the multiple functions of Chinese curriculum evaluation, rationally use various evaluation methods, pay attention to the diversity and interaction of evaluation subjects, and highlight the integrity and comprehensiveness of Chinese curriculum evaluation. It is necessary to grasp the key points, highlight the key points, and adopt appropriate methods to improve the evaluation efficiency. Attention should also be paid to highlighting the diagnostic and developmental functions of evaluation. "
Classroom is a dynamic stage, full of uncertainty, even if the preset is full, it cannot be static. Therefore, in class, teachers must listen carefully to students' speeches, and then make pertinent and targeted evaluations according to students' speeches, encouraging students to carry forward their advantages and improve their shortcomings. Only in this way can teaching be hierarchical and conducive to the gradual improvement of students' ability.
Secondly, the incentive mechanism is introduced to improve students' competitiveness. Starting from the second grade, this class began to create a league building. For the assessment of each team, as far as possible, it should be assessed every day, at any time, and settled on 1 month 1 day to reward the winning team. In the past two years, sometimes the teacher paid for the group study, and sometimes the backward group bought lollipops for the winning group, as well as delivered books and certificates. , trying to mobilize students' enthusiasm for competition. After three years of persistence, good results have been achieved.
5. Organize activities and provide a platform for independent communication.
The ultimate goal of learning is to use. As a teacher, we must create a certain practical platform for students. This is also the reason why many adults' mathematics and physics learned in their student days are not used, so that they gradually degenerate and become clear. As far as Chinese class is concerned, Chinese activities should be mainly reflected in the comprehensive application of Chinese knowledge, the all-round development of listening, speaking, reading and writing ability, the communication between Chinese course and other courses, and the close combination of book learning and life practice. We should design open and diversified activities to highlight students' autonomy in time. As far as practical activities in our class are concerned, I mainly design first, then give students about a week to prepare, and then organize activities.
This semester, I began to try to let students design and organize themselves. I appear as a bystander or judge, and further play the main role of students. Since the beginning of school, we have held a debate contest on "I study, I am happy", "I miss home" and "I am a small salesman". The first three activities were hosted by me, and the last one was hosted by students. In "I read, I am happy", some students told the story of celebrity reading, some students recited the motto of celebrity reading, and some students interviewed people who love reading around them. "I am a small salesman. Before the activity, I adopted the opinions of the students. At the end of the promotion meeting, the simulated auction link should be conducted according to the salesman's statement, which greatly mobilized the students' enthusiasm and enabled them not only to learn knowledge, but more importantly, to exercise their abilities. As for the debate, I quoted a passage from a student's composition as an illustration: "After some struggle, the two sides were neck and neck, and finally it was time for a free debate. I thought I could relax a little. I didn't expect that the members of our team had few spokespersons because of incomplete information, so I became the "main player" and bombarded me in turn, but I refused one by one, sometimes even making the other side speechless. " (Wu Jiebo) "After the main debate stated its own views, the debate became fierce, and you fought for it. A minute passed, and we raced against time to answer the questions, when the host announced: We definitely won! When "yeah!" We cheered. This is really an interesting debate. "(the whole family)
In short, as a teacher, we should have such a sense that students can't "listen to things outside the window and read only sage books" all day. We have the responsibility and obligation to bring students to a broader platform, so that students can learn something useful in life, change "I want to learn" into "I want to learn" and truly become the masters of learning.