Self-study ability refers to the ability to acquire knowledge independently according to one's actual needs. The so-called self-study is relative to "passive learning", "mechanical learning" and "others learning". In essence, he is the master of learning: reading, thinking, asking questions, memorizing and practicing by himself; Arrange your own time and deal with the priorities of learning tasks; Check the information by yourself, find tips, and summarize the learning experience, lessons and methods. So self-study itself is the cultivation and exercise of creativity. People who are good at self-study will also be good at research, work and life in the future.
In order to improve students' self-study ability, teachers must give students the "key"-the method of self-study in time, so that students can hold the key in their own hands, open the door to Chinese knowledge and read various articles. Mr. Tao Xingzhi, a famous educator in China, also said: "A good teacher is not teaching, not teaching students, but teaching students to learn." As a primary school Chinese teacher, we should not only let students learn the basic knowledge of Chinese and master the basic skills of Chinese, but more importantly, teach students how to learn, master the key to open the treasure house of knowledge and acquire knowledge by themselves. As the saying goes, "the master leads the door and practices in the individual." "Teaching" means "not teaching". How to make students learn independently and cultivate their autonomous learning ability is particularly important. In order to develop students' intelligence, fully mobilize their learning enthusiasm and give play to their main role in learning.
The outline points out: "We should pay attention to cultivating students' self-study ability. We should guide students to actively participate in the practice of listening, speaking, reading and writing, and attach importance to learning, understanding and using languages in practice. It is necessary to teach students some learning methods, encourage them to adopt methods that suit them, take the initiative to learn ... and gradually cultivate students' self-study habits. " In order to develop students' intelligence, fully mobilize their learning enthusiasm, give full play to their main role in learning and improve their comprehensive quality, we must attach importance to cultivating students' ability in the teaching process. If we pay attention to cultivating students' self-study ability, teaching them ways and means of learning, not only teaching them "fish", but also teaching them how to learn how to learn, they can freely explore extracurricular knowledge, absorb the nourishment of life and learn from the rain and dew of literature, thus forming a solid Chinese foundation and improving students' Chinese literacy. Therefore, the cultivation of self-study ability can not only develop intelligence and cultivate ability, but also make Chinese a handy tool for students. Then, how to cultivate students' self-study ability to improve Chinese quality? The next interview will make some analysis on giving full play to the main role of teachers and students.
1. Stimulating students' interest in self-study is the premise of Chinese self-study.
Interest is a positive conscious tendency that people are willing to contact and know something and try to participate in the corresponding activities. It can promote students' knowledge, broaden their horizons, motivate students to study hard and improve their learning quality. Students who are interested in learning will be more active in learning, producing happy and nervous emotions and active will, thus improving the efficiency and effectiveness of their learning activities. To this end, in the teaching process, I use the following methods to stimulate students' interest in self-study:
1, stimulate interest with questions: when students encounter questions in the learning process, teachers use situations to stimulate students' desire and interest in self-study. Therefore, when guiding students to learn the text by themselves, I emphasize that students should think while reading, especially on the word "think" and learn to set doubts and solve doubts. For example, teach the article "Remember Jinhua Shuanglong Cave" and let students ask questions according to the topic: What is the tour order of this travel note? On the way to visit Shuanglong Cave, what did you see and hear when you just entered the inner hole from the outer hole? What kind of scenery is there on the road? What are the characteristics of Shuanglong Cave highlighted in this text? For example, when teaching the article "Flying over the Luding Bridge", I guided students to pay attention to the difference between "flying over" said by the enemy and "flying" in the title, which made students doubt the meaning of these two words. After consulting the dictionary, contacting the specific language environment, reading the text and discussing it repeatedly, I finally figured out that the meaning of the word "fly" is completely different. But it is more important to stimulate students' interest in self-study and research, so that they can better understand the content of the text when reading it, and be good at grasping the key words that highlight the center and grasping repeated scrutiny.
2. Situational lead-in: Teachers guide students into the situations mentioned in the article to stimulate their interest in self-study. For articles such as Sunset in Sanya and Sea in Yantai, in teaching, we should make full use of wall charts and slides to reproduce what is written in the book, play text recordings and combine audio and video. Through concrete and vivid pictures and vivid language descriptions, students can feel immersive. Students' enthusiasm for learning can be very high.
3. Make reading interesting: Let students read the text repeatedly, stimulate their interest, and make them have a strong interest in self-study texts. For example, in the teaching of "Defending the Great River", I adopted the teaching method of "integration of knowledge and practice", combined with the methods of "passion for quoting words", "reading with examples" and "reading more and reading more" to stimulate students' strong reading interest and emotion, so that they can learn words and sentences with the best self-study mentality.
Second, establishing self-learning confidence is the key to self-learning Chinese.
To truly make students the masters of learning, we must strive to get rid of the ideological shackles of "you talk and I listen". Arranging enough self-confidence in class is half the battle. Primary school students are not very autonomous because of their age characteristics. To truly make students the masters of learning, we must strive to get rid of the ideological shackles of "you talk and I listen" and open their hearts with trust. Arrange enough time for students to study by themselves in class. I try to let them experience the text, feel the text, ask questions and then answer their own questions from repeated reading by using independent, exploratory and cooperative learning methods. Let students take the initiative to read and think positively. In class, for difficult problems, we should cooperate in groups, fully discuss and communicate, so that every student has equal learning opportunities and everyone can use their hands, mouths and brains. It is necessary to create conditions for students at different levels to have the possibility of success. Give timely affirmation and praise to successful students, so that they can turn the joy of success into the motivation of self-study and strengthen their confidence in self-study.
Thirdly, it is the core of Chinese self-study to cultivate all kinds of good self-study methods.
"Bad teachers teach the truth, and good teachers teach children to discover the truth." I was greatly inspired by the words of a German educator. With the advent of the era of knowledge economy, modern science and technology are changing with each passing day and developing rapidly. The knowledge that teachers impart in class is limited. Only by giving students acceptable learning methods and forming learning skills through training can students adapt to the development of the times and benefit for life. If teachers ask students to learn by themselves without reasonable guidance, but let themselves drift, students will be like wild horses in class and fail to achieve their goals. Teachers should guide students to cultivate their autonomous learning ability through exploration, cooperation, participation and innovation under certain principles.
(A clever question, so that students do a good job reading notes. Some students, the teacher asked him to read, he didn't write or think, just skimmed, the books and notebooks were blank, and nothing was found. Therefore, teachers should first arrange the task of students' self-study. On the one hand, the teacher asks students to use strokes to learn the words in the textbook, look them up in the dictionary, underline key sentences and understand them carefully; On the other hand, teachers should fully study this text, and guide students to learn by themselves through several general and inductive questions, so that students can understand and analyze the article with questions, which will be targeted and achieve the purpose of self-study.
(2) Let the students speak and practice by themselves. Teachers' timely guidance of students' self-study is not a complete separation between teachers and other students, but a discussion and creation between teachers and students. For example, every time students finish self-study, I will draw student representatives from students with good, medium and poor grades and let them come to the podium to explain their answers, ideas and problems in the thinking process to other students and teachers respectively. Then, I put forward some mistakes, doubts or new ideas for students to discuss, and give them timely correction and praise, asking students to sum up their own ideas and methods under my guidance, and use these ideas and methods to do after-school exercises or other materials independently, thus truly forming a participatory self-study of "self-study-self-talk-discussion-guidance-summary-self-practice"
(c) Let students evaluate each other and learn from each other. When testing students' self-study achievements and summing up their self-study experience, the guidance of teachers is of course important, but mutual evaluation and communication between students are also indispensable. In the process of mutual evaluation, they can "choose the good and follow it, and change the bad", and truly improve their own ideas and methods through the evaluation and summary of others. For example, when I teach composition, I seldom change the students' compositions first, but I will give instructions together with their comments after the students evaluate and correct each other. In fact, students will feel very cordial and earnest when reading their classmates' articles, which is of great benefit to their reading and writing, especially to the cultivation of self-study ability. For students of different ages, we organize students to improve their self-study ability through different forms. In the lower grades, students often use reading American literature, reciting texts and performing fairy tales to stimulate their interest, and use story meetings and small writers to open up their literary paradise. Middle and senior students often use debate contests and writers' competitions to open up students' paradise.
However, in teaching activities, students cannot be divided into "gifted students" and "students with learning difficulties" and treated differently, otherwise the result of education can only form a deformed teacher-student relationship, which is extremely unfavorable to the development of all students. For excellent students, teachers should set him as an example in this class and play an exemplary role in this class. For students with learning difficulties, we should honestly treat them as growing people and as their friends. Instead of treating it as a passive "child" who needs knowledge to feed, pay more attention to them in life, find their bright spots at any time, and gradually develop their abilities.
Fourthly, developing all kinds of good self-study habits is the guarantee of Chinese self-study.
Ye Shengtao, an educator in China, said, "What is education? In a simple sentence, it is to develop good habits. " "All good attitudes and good methods should become habits. Only by mastering habits can a good attitude be used anytime and anywhere, as if by instinct, it will be inexhaustible for a lifetime. " Good Chinese learning habits are one of the contents and symbols of Chinese self-study ability. Article 3 of "Chinese Curriculum Standards" points out: "Cultivate the emotion of loving the language and characters of the motherland, develop self-confidence and good habits in Chinese learning, and master the most basic Chinese learning methods." Combined with the physical and mental characteristics of primary school students, I think the basic self-study habits include:
(A) cultivate the habit of preview
Preview is the key to promote students' active learning and improve the quality of classroom teaching, and it is also an important means to stimulate students' curiosity and interest in learning. To develop the habit of preview, students must be taught the methods of preview. According to the requirements of reading the article, the preview should be done in four steps: drawing: reading the text silently, and immediately understanding the meaning of the whole article after reading it silently. Don't sketch out the words and sentences you don't know or understand after reading them. Two points: try to divide the text into sections and summarize the meaning of the paragraphs and the main content of the article. Answer 3: Try to answer the questions behind the text. Four questions: ask questions. "If you have doubts, you will enter"; Curious will be interested. If you come to class with expectations, you will have the initiative to learn, and you will be able to play the main role and learn your lessons well. Here, I would like to focus on silent reading, which is the main way for us to learn the text by ourselves. It doesn't require reading or lip movement. Therefore, in silent reading, we should do:
(1) Develop the habit of reading silently sentence by sentence. That is to say, grasp sentence by sentence with your eyes, instead of reading word by word or one by one, in order to improve the speed of silent reading and cultivate the overall concept.
(2) Develop the habit of asking questions while reading silently. If you don't understand anything, you should look up the dictionary, turn over the information and find reference books in time. If you understand, read on and don't be careless.
(3) Develop the habit of thinking while reading silently, and think about the meaning of this sentence while reading.
(4) Develop the habit of drawing while reading silently. In the process of silent reading, we should gradually cultivate the ability to mark while reading and gradually have the ability to annotate.
(5) Develop the habit of reading while writing. In silent reading, you should remember the main content, main plot, some keywords and some beautiful fragments while reading.
(B) cultivate the habit of using dictionaries
In listening, speaking, reading and writing, students are taught three ways to look up a dictionary and the habit of using it. Remember, in listening, speaking, reading and writing, write down the words and phrases you don't know or understand first. Second, use any of the three word search methods to find out the words you need to understand. Triple, contact the context to see the language environment of words and their sources. Choose one of the four, choose the meaning of the word according to the context and make a judgment. Five customs, express the meaning of words in your own words. For example, teaching the ancient poem "Looking up, I found it was moonlight, and then sinking, I suddenly remembered home." The meaning of "lift" in this sentence, students know by looking up the dictionary, this word means: (1) all (2) extending upwards (3) lifting upwards. The contact context we choose (3).
The habit of marking when reading.
The ancients said, "Don't read with pen and ink". We emphasize that students must mark themselves with pens when they study by themselves, so as to highlight the key points, outline the outline, promote in-depth thinking and make up for the lack of memory. In teaching, we teach students the method of marking, standardize symbols and make clear the content as needed. The content includes seven aspects: new words, polyphonic words, key words, wonderful sentences, important places, and chapters that need to be reread or extracted if there are doubts about some contents. Students mark the corresponding content at different reading stages. In this process, their knowledge has increased and their thinking has developed in depth.
We should pay attention to three points in reading and marking: 1, thinking is the main thing, marking is the auxiliary thing, and we should not pretend to be the master, so that a lot of marking takes up thinking time. 2, the label should be concise, a word or even a symbol can be replaced, don't go into details. 3. Marking is best done in the text. Some teachers ask students to write in notebooks, which is not conducive to students' understanding and review. 4. These common symbols can be used appropriately: draw "-"below, add "○" below, and add "?" In the back. And add "△" in front of it.
(D) the habit of asking questions
"Learning is expensive and doubtful." If a student does not ask questions and has no doubt about the acquisition of knowledge in the process of learning, then it can be said with certainty that he is not good at learning and can't learn anything. Only by discovering problems, finding out difficulties, constantly generating problems and constantly solving problems can we acquire knowledge and develop our thinking.
To cultivate students' habit of questioning and asking difficult questions, teachers should first be good at inspiring students to "dare to ask". In traditional teaching, teachers always ask questions, students think and students answer. Over time, students' thinking tends to be passive and depressed, resulting in a fixed pattern of answering questions in class. In order to make teachers' "problems" gradually transition to students' "problems", it requires teachers to inspire students' courage to ask questions, create a free world for them to study and discuss, and mobilize the enthusiasm of thinking. Secondly, it is necessary to closely follow the teaching materials to train students to "ask questions" and "be good at asking questions". Some teachers worry that students "don't ask", "ask indiscriminately" and "ask poorly", which will affect the progress of classroom teaching and the completion of teaching tasks, thus limiting students' questioning. In fact, as long as students are constantly trained to ask questions and problems according to textbooks, students can be "good at asking questions" and "good at asking questions", thus forming the ability to ask questions and problems independently. Taking the examination of questions as an example, some teachers train them like this: 1, guiding students to grasp the key words of the text and ask questions. 2. Grasp the punctuation marks in the topic and ask questions. 3. Ask about the relationship between things. These problems not only arouse students' enthusiasm, but also exercise their thinking ability. After such a long period of training and guidance, the worries of "not asking" and "not asking well" are gone, and "asking indiscriminately" is gradually brought into the predetermined teaching track. Isn't classroom teaching more quality and efficient?
(e) The habit of combining independent work with group work.
Completing homework is an important way to test students' mastery of what they have learned, and learning is of great significance: it can improve and test students' fun. To cultivate this habit, we should pay attention to: 1. Educate students to establish the view that it is glorious to finish homework independently and shameful to copy homework, and form a good homework atmosphere in the class. 2. Establish a strict homework system, such as completing homework in class as much as possible to provide a good thinking environment, collecting homework in time, not repeating homework, and giving timely feedback. 3. Teachers should increase creative homework and reduce mechanical homework.
We emphasize that students must form the habit of finishing their homework independently and truly experience the great role of knowledge application in the homework process. If you really encounter difficulties and can't solve them yourself, you need to cooperate to complete them. Working in groups to complete homework can solve some open, research and controversial problems, develop students' thinking, broaden their horizons and broaden their diverse thinking in solving problems to a great extent. Therefore, it is necessary to strengthen students' own ability and cooperative development ability, ensure the combination of independent completion and group cooperation in completing homework, and cultivate students' free and good study habits.
(6) The habit of writing reading notes after reading.
Writing reading notes can help students strengthen their understanding of the article and further improve their reading ability. At the same time, it can encourage students to actively accumulate language materials, learn writing methods, exercise their writing ability and receive ideological education.
To guide students to write their thoughts after reading, we should pay attention to: 1. We should teach students how to write a review. According to the content and writing method of the original text, combined with your own reality, write what you feel most, with "reading" and "feeling", focusing on "feeling" and not copying the original text too much. 2, in-depth understanding of the original text, grasp the essence, grasp one or two aspects to write feelings, do not cover everything. 3. Give priority to practice. At the initial stage of training, the evaluation can be more appropriate and specific. After students have mastered the method and adapted to it, they can evaluate it less or not.
Ensure that students have 40 minutes of extracurricular reading time every day, including children's books, newspapers and children's TV programs. At the same time, we should cultivate the combination of reading and thinking, keep the habit of not reading with pen and ink, and insist on taking good reading notes. The form and content are not limited, it can be just a few sentences, wonderful paragraphs, or comic creation. Students can design and enjoy themselves. While enriching students' vocabulary and sense of language, they also gradually cultivate children's thinking and appreciation ability training.
(7) The habit of diligent writing
Guiding students to love life, being good at heart-to-heart, writing down what they see, think and enjoy in time, practicing writing, keeping diaries, participating in social practice, running class blackboard newspapers and compiling personal composition collections are all good ways to motivate students to be diligent in writing. It not only stimulates students' enthusiasm and initiative in learning, but also enhances students' sense of participation, forming a virtuous circle.
(8) The habit of reviewing in time.
Confucius "review the past and learn the new, and you can be a teacher." A famous paper. It profoundly expounds that the purpose of learning knowledge is to keep knowledge in the brain for a long time, and new knowledge will be forgotten soon after being memorized, which needs to be reviewed and consolidated in time.
First of all, we should guide them to review in time and many times according to the law of forgetting. Ebbinghaus's forgetting curve shows that the process of forgetting is fast first and then slow, so timely review can prevent the rapid forgetting that usually occurs immediately after memory, and repeated review can achieve the goal of long-term maintenance. Otherwise, the memory of words should be restored, consolidated in time after each lesson, reviewed again after one unit, and reviewed intensively during the mid-term and final exams, which can generally achieve good memory effects.
Secondly, we should teach students a variety of review methods. Review is not a simple repetition. Mechanical repetitive activities not only make students have negative emotions, but also make their brains tired. Using diversified review methods will make students feel novel and vivid, stimulate the enthusiasm of intellectual activities, and thus improve the review effect. Take memorizing new words as an example. In addition to common methods such as reading pinyin, writing words, dictation, etc. Students can also find friends (distinguish similar words), ask you to be a doctor (correct typos), drive a train (combine new words with dragons) and other methods. Students often review and consolidate their knowledge in play.
Finally, it is necessary to cultivate students' habit of writing their own study summaries. Review after class. After learning a lesson, grasp the homework and review. Unit review is put after a group of literature classes, and write group key points. The final exam refers to the review before the end of the semester, grasping several key points of words and sentences, summarizing the review, writing a review summary, putting the review of the school year in the summer vacation, reviewing the outline by yourself, grasping the main points according to the outline, writing a summary, and finally memorizing it systematically. This will facilitate the exchange of knowledge, review the past and learn the new, so as to firmly grasp the knowledge.
To sum up, the level of students' Chinese autonomous learning ability is an important symbol to measure whether students can learn actively and creatively. The cultivation of self-study ability is a comprehensive work and should be carried out in all directions. Therefore, in Chinese teaching, teachers should adhere to the principle of "student-oriented" and give students the initiative. Guide students to think and be good at thinking, and strive to cultivate their self-study ability. Often tell the stories of revolutionary ancestors and scientists, so that students can understand the growth process and lofty realm of outstanding figures, realize that fighting for the progress of the motherland and mankind is the source of strength to climb the peak of science, and encourage students to study hard for the rise of China. Cultivating students' self-study ability is not only a means for teachers to impart knowledge, but also a learning method for students to enjoy for life. Only by cultivating students' ability in the whole Chinese teaching activities can Chinese knowledge be deeply imprinted in students' minds. As for the means and methods to cultivate students' autonomous learning ability, I believe that as long as our Chinese teachers change their teaching concepts, emancipate their teaching ideas and go deep into students, they will certainly make greater discoveries, constantly sum up experience in teaching, truly cultivate students' autonomous learning ability and lay a solid foundation for students' lifelong learning and future development.