After reading the book "Efficient Classroom" in a hurry, although I didn't study it carefully, I felt quite a little. The contents in this paper are worth learning, and we need to think deeply, practice in deep thought and reflect in practice. The new curriculum standard highlights the values of "people-oriented" and focuses on "open innovation". Actively advocate independent, cooperative and inquiry learning methods. The task of Chinese teachers is to make students realize that they are the protagonists in learning Chinese and help them enter the role of learning Chinese.

First, create situations, Stimulate students' autonomous learning.

Autonomous learning is a learning mode in which students are self-directed, self-motivated and self-monitored. It focuses on the development of students' potential, promotes their distinctive and sustainable development, and attaches importance to students' emotional input and internal motivation support. Have a positive emotional experience and a broad space for free choice. Rogers once said: "The higher the degree of freedom, the higher the degree of physical and mental involvement in learning." Therefore, Chinese teachers should create an autonomous learning environment and a space for students to fully enjoy the autonomy and choice of reading. Go through a process of self-selection, self-questioning, self-exploration, self-discovery, self-acquisition, self-emotional experience and self-evaluation. Guide students to find and use their favorite methods to explore the problems they are interested in. For example, composition teaching is often too stiff, so as a Chinese teacher, we should focus on the teaching situation setting. In the classroom of divergent thinking teaching, I introduce it in the form of guessing games and stimulate thinking in the form of painting. Students not only like learning, but also enjoy learning. This will enable students to change from passive to active, thus stimulating their desire to learn. < P > Second, organize rationally and strengthen the awareness of cooperative learning. < P > Cooperative learning is that students have a clear division of responsibilities and competitive mutual learning in order to accomplish the same tasks in groups. Effective cooperative learning can make students truly experience the joy of learning, enrich their knowledge and cultivate them. Cooperative learning is a very basic and flexible teaching method. In the process of discussion, teachers must not let themselves drift, but let students know where they are and the tasks they should complete, so as to guide the discussion smoothly and effectively. Under the background of cooperative learning, teachers are also one of the collaborators, who can participate in students' learning activities and have an equal dialogue with students. When students encounter learning difficulties, teachers can give timely instructions and guidance. Provide necessary help. Make every student realize:

1. You need to find a collaborator and be selected as a collaborator at any time when learning Chinese. 2. You are an indispensable member of the cooperative group. Other team members need their own help, and you also need others' help. You should learn to "share" and cooperate. 3. Your emotional attitude will affect the quality of cooperation. We should understand and respect the opinions and rights of others. 4. Cooperative groups are a place where we can display our individuality. 5. There is a division of labor and responsibility in cooperative groups, so we should change our roles frequently: sometimes we are the group leader, sometimes we are the team members, sometimes we are the instructors, sometimes we are the consultants, sometimes we are like-minded people, sometimes we are the opponents in debates, sometimes we are the protagonists in speeches, and sometimes we are the audience and listeners. 6. Cooperative learning has cooperation. Therefore, there is also the honor after competition.

Third, skillfully set questions to stimulate the desire to explore.

Questioning is a routine link in Chinese classroom teaching, and its purpose is to provide students with some opportunities to explore, think, create and express, and feel the thoughts after reading Efficient Classroom. The efficiency of a Chinese class is often related to whether teachers can successfully induce students to discover, think and solve problems. Improving the effectiveness of questioning in Chinese classroom is an important means to implement effective classroom teaching and improve classroom efficiency. So, how can we make questioning in classroom teaching effective?

First of all, we should fully understand students, delve into textbooks, and find out the breakthrough point to help students form a kind of "conflict" psychologically. When students think about how to solve these "conflicts", it means that they have started thinking training. At this time, guiding them to understand the key points and difficulties of the text will naturally follow.

Secondly, we should find out the starting point of students' learning. We should take into account students' cognition. We should also grasp the principle of "jumping and reaching" to prevent students from losing interest because of simple questions or losing confidence because of difficult questions, so as to meet the psychological needs of students.

Third, we should establish the concept of "students are developing people" to create a psychological security environment. Sometimes students' answers are not what teachers want. This is normal. The key is that teachers should be able to find out the thinking process of students' mistakes quickly and accurately, and use it to make it a new teaching resource. < P > Fourth, effective questioning should also pay attention to the following questioning skills. < P > First, we should pay full attention to the evaluation of students after answering. We should not only pay attention to the understanding and mastery of students' knowledge and skills, but also pay attention to the formation and development of their emotional attitudes. We should not only pay attention to the results of students' learning, but also pay attention to their changes and development in the learning process, help students know themselves and build up their self-confidence, and truly turn every question in the classroom into a spark that ignites students' wisdom.

Second, we should learn to wait. After a question is put forward, it is best to leave an appropriate waiting time, because students need to search for information and summarize and sort out information. After students answer, don't designate other students to answer it immediately. Instead, we should wait for a period of time and keep listening patiently. Then we should evaluate the students' answers or ask other questions, so that students can have a certain time to elaborate, supplement or modify their answers and make them more perfect, so as to establish students' confidence in learning and meet their psychological needs in learning.

"Inquiry learning" refers to creating a situation and approach similar to scientific research in the teaching process. Let students learn to collect, sort out, analyze and judge a large amount of information through active exploration, discovery and experience, so as to cultivate students' creative ability and practical ability. As a learning method, "inquiry learning" runs through all the activities of students in all disciplines. How to infiltrate "inquiry learning" into Chinese teaching from beginning to end, Let students independently or under the guidance of teachers explore and study Chinese phenomena and problems in a way of thinking, such as Chinese textbooks, Chinese extracurricular knowledge, Chinese subject learning methods, master Chinese laws, acquire Chinese knowledge, cultivate Chinese skills and literacy, learn Chinese in life, and creatively solve practical problems in social life by using the mastered Chinese knowledge and skills. It is worth pondering by Chinese teachers.

There is a famous saying among teachers and students in Harvard University: "The real purpose of education is to make people constantly ask and think about problems." The question has been put forward, and how to think about and solve problems has become another content of exploration. Chinese phenomena are rich and colorful, Chinese problems vary in thousands ways, and each student's way of thinking and habits are different. Therefore, The answers to the questions that each student is allowed to find should also be colorful. "All roads lead to Rome", as long as the answers that meet the requirements of the questions should be highlighted, and full marks should be given to the novel, unique and innovative answers.

In short, only vivid teaching can awaken students' sleeping potential, activate students' sealed memories, open students' claustrophobic minds and release students' imprisoned feelings. All this is inseparable from their autonomy, cooperation and inquiry learning. Therefore, we should try our best to dig, master and explore, so as to be like a duck to water in classroom teaching. Teachers are a profession, teaching is a job, and it is a responsibility to teach "learning" well. The spirit of standing still and being hard-working should not be the best policy for current teachers. Improving the style of classroom teaching reform is the direction of our efforts. Let's change our sight and children's sight from parallel to intersection, and gather them at the same point to make teaching and learning easier and more efficient.