The New Curriculum Standard puts forward: "The focus of Chinese teaching in primary schools is to promote students' development and lay the foundation for their lifelong study, life and work. "As a curriculum reform teacher, I know that the curriculum reform will build a platform for our teachers to learn, explore and show. If teachers use old ideas to teach Chinese again, it will undoubtedly kill the fresh vitality of curriculum reform. As a Chinese teacher, I must cultivate students' initiative in learning and exploring. Let students truly become the main body of the classroom. Then, how to cultivate students' autonomy, cooperation and inquiry spirit in primary school Chinese teaching and cultivate their learning ability, I put the focus of my research on changing classroom teaching. Let me talk about my own practice in Chinese classroom teaching reform.

First of all, stimulating interest is the motivation of students' autonomous learning.

Practice shows that students' interest in learning is the driving force of autonomous learning. In teaching, teachers should actively create interesting learning atmosphere for students, so that students can be edified, infected and motivated, so as to learn actively. In the classroom, teachers should boldly let students discuss and communicate freely, praise some unique opinions of students, and let students really feel that learning is happy. In this way, self-study will be more energetic.

1. Introduce the situation and stimulate the inquiry psychology.

Every link in a class is very important, but it is particularly critical to create a situation in which students are actively and independently learning from beginning to end. I created a video scene while teaching the first-grade literacy class "Supermarket". Introduce students into the situation and let them actively participate in the teaching process. I introduced the new lesson like this: "Have you been to the supermarket, little friend?" Today, Li Xiang will take us to the supermarket. She said, "She wants to buy a lot of things". Please watch the children carefully. What goods did she buy? "Then, I started playing the video. As soon as the video was over, the students rushed to answer without asking me. Students have a preliminary perceptual knowledge of the nine commodity names in this paper. Through the creation of video scenes, students are brought into the supermarket situation. Everyone wants to know about supermarkets.

A Besides, I also use pictures to express images, create aesthetic feeling and introduce students into situations. Create aesthetic feeling with music, and bring students into the realm of reverie. Whether out of curiosity or out of concern, they have formed a psychology of trying to explore and actively participating in the teaching process.

2. Use the situation to stimulate students' learning motivation.

Motivation is the driving force of activity. Learning motivation is a psychological motivation to promote students' participation in learning activities. After introducing the situation, students' enthusiasm and initiative in learning are mobilized. If teaching is still so rigid, then teach according to the old methods and concepts. If the teaching method is single, students' learning motivation will definitely decline. Therefore, after the introduction of the situation, according to different plots and text content, the situation can be sustained. Teachers should constantly create situations and create integrated situations.

Let me take the supermarket as an example. After students know the names of nine kinds of goods, but in order to let them learn to classify and understand the convenience of supermarket shopping, I created a situation: the teacher became the "general manager of Happy Supermarket" and told my classmates that they were unhappy today because the goods could not be sold, so now they want to hire three excellent salespeople to rearrange the goods neatly. Then I asked three students to be salespeople and classified nine kinds of goods on the blackboard. And give reasons. Through the creation of this situation, students quickly understand that things in the supermarket are classified and shopping in the supermarket is really convenient. Without the teacher's analysis, students' learning motivation is strengthened.

Second, guiding inquiry is the key to students' autonomous learning.

To keep the initiative of students' autonomous learning, the key is to master Chinese learning methods, and teachers should let students actively participate and explore, which requires teachers to guide and promote students' autonomous learning and exploration. Let students understand and discover in autonomous learning, learn to cooperate and communicate in autonomous learning, and master autonomous learning methods.

1, group cooperation to open up independent space

As a guide, teachers should guide students' awareness of active participation. Fully arouse students' desire for learning. Give play to their initiative in learning. I advocated group cooperative learning very early. How to make this kind of organizational teaching a mere formality? I set a clear goal for the study group first. For example, when I was teaching Three White Cranes, I put forward the following learning goals: (1) I can read: I can read the text correctly, and I can read it freely or in groups; (2) I will ask: put forward what I don't understand in the study group and let the group partners communicate with each other to solve it; (3) Let me talk about it: Tell your group partners how you feel after reading the article. In the long run, after such training, students will consciously put forward learning requirements for their own groups in future reading. Students' autonomous learning ability is cultivated, their learning ability is improved, and their interest in learning can be imagined to be stronger.

In addition, the content of group study can be selected. In Chinese teaching, if students can choose their favorite paragraphs to study and then communicate in groups, their interest in learning will be greatly improved. I still take Three White Cranes as an example. Because the structure of several natural paragraphs in this text is similar, I ask students to draw the sun in your heart to express their good wishes, and then choose the corresponding paragraphs, knowing that students are in high spirits in communication, and everyone is eager to try when the whole class communicates. The content of the article is understood and realized in students' reading, communication and display. Teachers only participate in the process of group cooperation and play a guiding role.

If students are not given enough time for group discussion and communication, it will bring silence to the classroom. As a teacher, don't let group cooperation become a mere formality. Students have not fully discussed it, and it is even more impossible to produce creative thinking and true feelings. The teacher will end up hastily, which is bound to be counterproductive. In the long run, students' autonomous learning ability will not be improved. Teachers should evaluate the results of group learning in time. There are many aspects of evaluation, such as teachers' evaluation of students' learning feedback, evaluation among students and evaluation among groups. I designed some monthly exam forms, and made monthly exam statistics at the end of the term to show the students the results of group study. I think as a teacher, as long as you work hard, the students will definitely give you a surprise.

2. Ask questions and learn independently when problems are found.

Creative thinking is the beginning of human problems. To cultivate students' ability to find and ask questions, we must first encourage them to dare and be good at questioning and asking difficult questions. The ancients in China said: Learning is expensive and doubtful. Small doubts and small progress, big doubts and big progress. Cultivating students to be good at asking questions from doubts and seeing the difference from seemingly ordinary things is the starting point for finding problems. For example, when teaching "Fox and Crow", the students asked, "Why is the topic Fox and Crow?" After reading the text for the first time, the students asked, "The text is about a fox and a crow. What does it have to do with listening to good words? " After teaching the topic "What do I think?", the students asked: "Who is the" I "in the topic? What do I want to see? " Wait a minute. They are asking "?" To ignite the spark of innovative thinking.

For another example, after I finished teaching the text "Borrowing an Arrow from a Grass Boat" in the fourth grade, Luo Jixiang, a classmate in my class, said, "Teacher, the word" borrow "in the title is not appropriate, and I think we should use" cheat ". Because borrowing is generally understood as taking something from others and returning it with the consent of others. However, the arrow borrowed by Zhuge Liang in the article was not recognized by Cao Cao and was not returned. " This is a good point. My carefully prepared lesson plans are useless. How about I have a debate between pros and cons? The reason why those in favor say "borrow an arrow" and the reason why those against it say "cheat an arrow". Students are divided into two groups to debate. The heated discussion between the two sides not only exercised their oral ability, but also guided students to understand the text in depth. The students are eager to try, the whole class is actively learning independently, and the spark of innovative thinking shines here.

Classroom teaching belongs to students. Only by guiding students to explore, question and solve doubts as needed can teachers give full play to students' ability to participate in and explore knowledge independently.