Since entering the new round of basic education curriculum reform, teachers have further realized that students are the main body of learning activities, so in the process of curriculum reform, students are allowed to learn independently, and some problems have appeared in this process. If these problems are not completely solved, it will be very unfavorable to the development of Chinese teaching in primary schools.

The new curriculum reform advocates students' autonomous learning. The so-called autonomous learning is to give learning to students, so that students can acquire the knowledge they want to master through the road they are willing to take. This will certainly improve students' interest in learning and promote their mastery of knowledge. However, some teachers worry that if the classroom is handed over to students and students are allowed to study independently, the teaching progress will be affected and the teaching task will not be successfully completed. The existence of the teacher's thought will definitely make students' autonomous learning a mere formality and will only become a decoration in the classroom. There are also some teachers who believe that the so-called autonomous learning is to give the classroom to students completely, and the less guidance the teacher has, the better. Therefore, when students study independently, these teachers often do nothing and even do something unrelated to the classroom.

In the teaching of curriculum reform, in some Chinese classes, students only study according to the design of tutoring plan. Students regard the tutorial plan as a test paper. Some students read the text in general and do the following links, which can't achieve the expected results. Some teachers cooperate for the sake of cooperation, allowing students to discuss big and small issues in cooperation, giving people the impression that students are "busy" and the classroom is "active". Also, a common teaching mode in primary school curriculum reform is "praise". If a student answers correctly, the teacher will make everyone clap their hands and shout, "OK, OK, you are great!" " It is very useful for students in grade one and grade two to motivate students, but it is not very effective for grades five and six.

In short, in the curriculum reform, teachers should define students' learning tasks, design cooperative inquiry activities in time, and don't be idle when students are engaged in cooperative learning. They should participate in students' study groups as participants to guide and supervise students' cooperation. For some teaching modes, we should decide according to the actual situation of our students, and we can't use one mode.