project plan
First, the realistic background and significance of the topic
At present, the eighth curriculum textbook reform in China aims at cultivating innovative talents in the 265,438+0 century, and one of its key points is to change students' learning methods, that is, to change the single, passive and accepted learning methods into independent, cooperative and inquiry learning methods. As a result, "inquiry learning" has quickly become a hot topic in education. However, as far as the current situation is concerned, the practice in this area is mostly reflected in independent research and learning, and it is also rare in the field of disciplines, especially in the field of Chinese. I believe that inquiry learning should never be limited to autonomous learning. The Guide to the Implementation of Inquiry Learning issued by the Ministry of Education clearly points out: "The purpose of Inquiry Learning is to change students' learning methods, build an open learning environment for students, provide students with opportunities to acquire knowledge through multiple channels and comprehensively use what they have learned in time, promote students to form positive learning attitudes and good learning strategies, and cultivate innovative spirit and practical ability. "
In recent years, people have put forward some insightful views based on the views of foreign people on mother tongue education, such as "mother tongue plays a special role in enhancing national cohesion" and there is a very close relationship between mother tongue education and humanities education. Based on these understandings, we deeply feel that Chinese teaching in primary schools should be a life movement in essence. Its most basic task is to help students become "social people". For example, there are a lot of excellent works in the teaching materials, and teaching these works should be an activity to bring students to a pleasing state. For students, it is undoubtedly a novel and pleasant spiritual experience and an interesting and creative mental work to explore the profound connotation and exquisite external forms of China language. For another example, another major task of Chinese teaching in primary schools is to teach students to write. As a teacher, we should regard it as an activity to guide students to express their true feelings sincerely. For students, it is a kind of thinking activity and a kind of enjoyment to cultivate sentiment. Therefore, I think it is entirely possible to carry out the practice of inquiry learning in Chinese teaching in primary schools.
Second, a summary of similar topics at home and abroad
Since 1970s, China's basic education has brought order out of chaos, from focusing on "two basics" to emphasizing "cultivating ability and developing intelligence". At the same time, people began to pay attention to the educational value of extracurricular activities. In the 1980s, the concept of "second classroom" thought that the role of extracurricular activities was irreplaceable by classroom teaching and was as important as "first classroom". As a result, the quality of "extracurricular interest groups" activities has been greatly improved, which not only embodies students' subjectivity, diversity of contents and vividness of forms, but also develops into students' extracurricular associations. Such extracurricular interest group activities have shown that students can choose their own interests or topics, which can be considered as having some attributes of inquiry courses. The rise of creative education in the late 1980s not only enriched the content of extracurricular interest groups, but also infiltrated the research consciousness and methods through the "five small activities" of the Young Pioneers. In 1990s, extracurricular interest group activities were further promoted to "school characteristics" and "characteristic class teaching". These are inextricably linked with the formation of today's inquiry course.
On the other hand, the reform of some teaching methods, whether born out of the origin of China's traditional education or the product of drawing lessons from western educational thoughts, is more or less pregnant with the awareness of research-based learning. Among them, Qiu Xuehua's "trial teaching" theory changed the traditional "teaching before learning" and "learning before practicing" into "teaching after trying" and "practicing before speaking". Why should students learn first and practice first? The purpose is to create a space for students to explore independently. After trying to explore, teachers will naturally be more impressed. Another example is "learning guidance teaching method", "self-study discussion method" and "questioning guidance method", which advocates self-study leading and also embodies the orientation of advocating students' independent inquiry. As for the students' self-discovery pursued by directly learning from the "discovery method" and "guided discovery method" in western education, it is bound to be based on the students' self-exploration. The factors of "inquiry learning" implied in all these teaching methods are obvious, which can be said to be in the same strain as the "inquiry course" produced today. From the perspective of the development of international education, the implementation of inquiry course draws on the experience of the United States to a great extent. As early as the beginning of the 20th century, Dewey, an American educator, criticized Herbart's teaching concept of "four stages of teaching", namely "clarity-association-system-method", which aims at imparting knowledge. Dewey's criticism of Herbart led to his theory of "four stages of new teaching", which focused on cultivating students' ability to find and solve problems, that is, "determining the situation of problems-proposing solutions-collecting data to verify hypotheses-drawing conclusions". The value of this "four stages of new teaching" lies in that students' learning opposition is regarded as a process of passive acceptance of knowledge, but should be a process of active discovery. Children should be allowed to learn knowledge through scientists' advanced research methods and cultivate their creative talents from an early age. Dewey's educational thought has a far-reaching influence on the United States. Nowadays, American students have strong hands-on ability and problem-solving ability, which is not unrelated to paying more attention to inquiry learning methods.
Third, the content and objectives of the study.
1. On the basis of analysis and comparison, this paper expounds the basic characteristics of Chinese inquiry learning in primary schools.
2. Research and establish effective teaching strategies that can enable primary school students to learn Chinese with interest and inquiry in the environment of "freeing hands, brains, mouth, eyes and time and space".
3. Study and establish classroom teaching strategies and related teaching models that can encourage students to independently "experience life in Chinese learning and learn to be a man in Chinese learning".
4. Actively develop relevant courses that can promote primary school students' Chinese inquiry learning.
5. Exploratory research can actively promote the standardization of teachers' image in primary school students' Chinese inquiry learning.
Fourth, the research steps and division of labor.
1, preparation stage (September 2003 to June 2003 5438+00)
(1) Set up a research group (Wang)
(2) Interview with experts (Wang, He Haiyan)
(3) Collect data, investigate related issues, and determine the experimental object and content (Wang)
(4) Scheme Design Writing (Wang)
2. Implementation stage (from 20031KLOC-0/to May 2004)
(1) Implement effective teaching strategies for students according to the overall concept of the subject. (Wang, He Haiyan)
(2) Organize the information of teachers and students in time, and analyze and summarize the communication. (Wang Yijun, He Haiyan)
(3) Hold seminars from time to time. (Wang) According to
3. Summary stage (June 2004 to July 2004)
(1) sort out all kinds of data, analyze and evaluate them, and draw a conclusion. (Wang Yijun, He Haiyan)
(2) Writing a research report (Wang, He Haiyan)
(3) Show the results (King)
Fifth, the analysis of the research conditions.
1. From the research atmosphere, the school is conducting a provincial-level research on "reflective teaching and sustainable development of schools". Many teachers have done a lot of research work on the content of "innovation of teaching methods" around this topic, such as "exploration of expanding students' reading" and "thinking and exploration of students' autonomous learning", which have accumulated rich and valuable materials for the development of research work.
2. Judging from the students' situation, middle and senior students have acquired a certain learning ability, mastered some learning methods and have a good learning quality. Under the conscious guidance of teachers, most of them have initially formed the concept of "inquiry" and started to try their own learning, which undoubtedly improved the starting point of their work.
3. From the researcher's point of view, both Mr. Wang and Mr. He Haiyan have rich teaching experience and have their own unique viewpoints and methods in teaching. Both teachers are the backbone of the school. He has started classes in municipal teaching activities for many times and won awards, and many papers have been published with awards, which has strong scientific research consciousness and ability.
4. Professor Sheng of Zhejiang University gave full guidance to this topic, which is conducive to the smooth development and timely adjustment of the topic.