First, create a democratic and harmonious classroom.
A democratic, equal and harmonious classroom atmosphere is an important condition for inquiry teaching, because only in a democratic and relaxed classroom atmosphere can students express their opinions boldly, explore independently and create freely. Any arbitrariness and control will stifle students' desire to explore and the bud of creation. This requires the formation of a democratic teacher-student relationship between teachers and students: teachers respect students, listen to their opinions with an open mind and learn from them; Students respect their teachers and dare to put forward their own opinions. Teachers should regard teaching as a process of equal coexistence, mutual cooperation and common exploration with students, respect and trust students, and establish an equal, democratic and harmonious relationship with students, so that students can be in the best active state physically and mentally, feel comfortable in class, and be brave in thinking, exploring and creating.
Second, clever questions to stimulate the desire to explore
Inquiry learning mainly organizes learning activities around putting forward and solving problems. "Question" is an important carrier of learning. "Learning is expensive and doubting" is a common proposition of ancient educators in China, and Aristotle in the west also thought that "thinking begins with doubting". Any invention and reform begins with the discovery of problems.
The problem situations set by teachers should be purposeful, adaptable and fresh to the opposite sex. The difficulty of the question should be suitable for the actual level of the whole class, the students' life experience and the "nearest development zone", so as to ensure that most students are in a positive thinking state in the classroom and make the question have the power to really attract students. Such a problem will become the object of students' thinking and perception, thus forming an unsolved but necessary knowledge state in students' psychology.
Third, broaden channels and cultivate the spirit of inquiry.
In teaching, I also broaden the ways of inquiry, organize students to carry out colorful comprehensive Chinese practice activities, guide students to carry out inquiry learning, promote the improvement of students' comprehensive Chinese ability, and cultivate students' inquiry consciousness and innovative spirit.
I often use class meeting time or interest activity time to carry out some Chinese extracurricular activities. For example, "Young reporters are in action", let them interview relevant parties and school administrators about important things happening on campus, write a manuscript, broadcast it on the school radio station, or discuss it in class, so as to guide them to pay attention to campus life and have certain speculative ability on problems. I will also play some Chinese games in my class, such as "arranging the order and forming words", "guessing numbers by looking at pictures", "brain teasers" and "filling in the names of dishes", so that they can learn from each other and get benefits. Chinese is a very practical subject, so students must be guided out of the small class in school and into the big class in social life, and actively discover and explore problems, collect information and gain experience.
For example, after studying articles such as The Way of Nature, Bat, Radar (the second volume of the fourth grade of People's Education Press), I guided students to carry out comprehensive practical activities, set up teams based on their interests, go deep into nature to observe and discover, do experiments or small inventions by themselves, and complete a research report or "my discovery". In this activity, the "My New Discovery" handed in by children is either interesting or thought-provoking, which needs further study and research. Although some students have completed simple experimental reports, their research attitudes are very touching, and the children have a strong interest in learning and their self-confidence is getting stronger and stronger. In the usual study, I also pay attention to cultivate students' habit of previewing, correcting and taking notes in advance, and encourage them to ask questions, learn the text by themselves and make some exchanges.
Fourthly, subject integration and inquiry learning.
Knowledge between different disciplines can also be integrated through comprehensive practical activities. In the comprehensive practical activity class of our school, we organize students to carry out inquiry learning, broaden their horizons and cultivate their innovative spirit and inquiry ability. For example, in the activity of "finding a home for garbage", we conducted an environmental survey before class. The students visited some environmental monitoring instruments of the environmental protection department, watched the actual operation of the staff, and made field visits to factories, water resources of the Yellow River, noise and white garbage in groups. Back to school, through classroom display and communication, the students wrote a survey report and made suggestions. Students collect relevant information through field trips, interviews, surfing the Internet and reading books. , and then analyze, sort out and study the information, put forward their own solutions to environmental pollution, and imagine the future environment.
Fifth, pay attention to the exploration of process and experience.
Students' inquiry learning does not have to solve specific problems like experts, and should avoid the tendency of "adult". In the process of learning, it doesn't matter whether students really explore anything, but mainly let students know the methods of exploration and experience the process of exploration. The process of learning is the result we pursue.
1. Give enough time to explore. Inquiry teaching requires students to understand subject knowledge and develop inquiry ability through inquiry, which is more time-consuming than mechanical memory learning or direct knowledge transfer. Therefore, students need enough time for inquiry learning.
2. Teach the method of inquiry. Students are encouraged to acquire knowledge and skills, cultivate their feelings, attitudes and values, and cultivate their spirit of cooperation and inquiry through exploratory activities such as finding problems, investigation and research, hands-on operation, expression and communication. For example, in Chinese class, let students circle, find key sentences, draw keywords, take notes and ask questions.
Through the attempt of the above methods, I have seen changes and tasted the sweetness from students, which is an important starting point for improving the effectiveness of our classroom teaching. In inquiry learning, teachers also need to constantly improve their adaptability and leading ability, seize the opportunity, encourage students in a timely and appropriate manner, and let students dare to express their views and try. Sometimes it is necessary to create a certain suspense, so that students can think positively and express their different opinions.