1. Independent learning, motivation first

Return the power of reading to students, so that students’ learning process changes from passively accepting knowledge to actively exploring knowledge. This It is a highlight of the new curriculum reform. Rogers, a representative figure of humanism, once said: Students' intrinsic needs and interests are the basis of independent learning. Because interest can trigger needs and motivations, it is one of the important factors that stimulate students' enthusiasm for learning. The purpose of teachers guiding students to learn independently is to stimulate students' interest in learning1. Let students actively participate in the classroom and make the whole classroom full of vitality, thereby changing the passive acceptance of "I want to learn" into the "I want to learn" who actively explores knowledge. For example, when I was teaching the lesson "Weighing Elephants", in order to give full play to students' initiative and allow students to read independently, I allowed students to read the text themselves in their own way and understand the content of the text themselves. I downloaded the courseware from the Internet. With the help of the courseware, I reproduced the process of Cao Chong's naming of ships, and intuitively understood Cao Chong's talent for naming ships. This broke through the key points and difficulties, and made the abstract content concrete, making students love learning and learn more. Being willing to learn truly brings out the students' subjective initiative. Of course, in order to better stimulate students' interest and desire for knowledge, I created problem situations and asked valuable questions, such as: Cao Chong came among us, what do you want to say to him? Can you think of a better way to weigh the image? Are you willing to follow Cao Chong's example and come up with the golden idea of ??weighing a white mouse in a cage? While I am asking questions, I am also paying attention to the students' thinking development. When teaching the lesson "Crow Drinking Water", I designed some questions: Can you help the little crow come up with a better way? A crow can drink water by putting pebbles in a bottle. What if the pebbles are submerged in the water? In this way, under the guidance of teachers, students deepen their understanding of the text, expand the content of the text, and greatly stimulate their enthusiasm for independent learning.

However, when motivating students to learn independently, I appropriately delegate power. However, the extent to which power is delegated should be determined based on the actual situation. Students' independent learning cannot negate the leading role of teachers. In addition, in actual teaching, I implement teaching democracy, pay attention to students' personality differences, pay attention to their personalized learning methods, and give them more autonomy. While giving students autonomy, we must also strictly demand students and provide strong guidance and advice so that students' independent learning can achieve the expected results. For example, when teaching the lesson "Beautiful Xiaoxing'an Mountains", I created a situation and hung a topographic map of China on the blackboard, and then guided the students to find the distribution areas of my country's forests and find out the specific location of Xiaoxing'an Mountains. Then I played a video of a year in Xiaoxing'an Mountains. VCD of four seasons scenery. After the students appreciated it, I boldly let go and let the students set goals based on their actual situation. However, when allowing students to set their own learning goals, I also made some suggestions. The purpose is to allow students to have sources to turn to instead of letting them go their own way.

2. Inspire learning and train thinking

Distohui once said: Scientific knowledge should not be taught to students, but should guide students to discover them and master them independently. They 2. Therefore, when teaching, I change the traditional classroom indoctrination teaching and implement heuristic and discussion-based teaching to inspire students' positive thinking, stimulate students' curiosity and imagination, and develop students' different thinking. For example, when I was teaching "Fanka" and guiding Fanka to read the content of the letter, I appropriately designed: How do you feel after reading Fanka's letter? How does it feel in your heart? The students each explained their own experience. Then, I caught the students' mood at this moment and asked: How does Fanka feel? Fanka has suffered so much. If you were Fanka, what would you most want to do? Why does Fanka think of dying? Why does Fanka not want to stay in Moscow but want to go home? What kind of mood does Fanka feel when he misses his home and village? I understand the pain suffered by Fanka by asking students to express their feelings, and guide students to feel trapped in Fanka, so that while students understand the content of the text, their emotions have also been sublimated, and they have truly achieved Chinese language proficiency. The unity of scientific nature and humanistic nature of teaching. However, it is not that designing more questions can inspire students' thinking. Questions that are too simple will not be effective and will have negative effects. Students should not be too dependent on textbooks and only want to seek answers from books, but should develop students' Brain Intelligence, the questions designed are preferably intellectually challenging. For example: After teaching the lesson "Diving", I asked the students to read the text again, and then asked the students to talk about it: What did you understand after reading the text? The students raised their hands to speak. Some talked about their feelings based on the child's personality; some talked about their feelings based on the advantages and disadvantages of joking; some talked about their feelings based on the wit of the captain; some talked about their personal reading experience (this deserves praise). Among the students After speaking freely, I took the opportunity to ask the students to write their thoughts after reading and talk about the truth that you understand in connection with the reality of life. Then, I posted my students’ experiences in the learning forum to share the learning results. From this class, I understood that classroom teaching must be able to inspire students' development of thinking, and the content inspired should preferably be intellectually challenging and humanistic.

3. Inquiry and learning, cultivating innovation

The ancients said: Learning comes from thinking, and thinking comes from doubt3.

Encouraging students to boldly question and inspire students to think divergently is the key to cultivating students' innovative ability; while questioning, I strive to guide students to seek different answers to the same question and express their own opinions on the questions raised by students. The answers should be diversified and not unique. For example: When I was teaching the lower-grade Chinese lesson "What a Beautiful Summer Night", I designed it like this. On the basis of pre-study, after students understand the content on the picture, I ask students to use the illustrations to talk about the beauty of summer night, or ask questions that they do not understand. While teaching, a student said: I think summer nights are beautiful, but the only drawback is that this painting is too bright, not like the night. I praised the student for being very observant and very brave. Then another student also expressed his opinions on the difference between the text and the illustrations in the text. I continued to guide and encourage students to give more opinions, and then tried to write a letter to the editorial office. Some students said : Don’t draw too many stars, and the moon must be curved. Some students said: I know too many stars will be too messy and not good-looking. In this class, under my guidance and encouragement, the students perfectly combined the text and illustrations, and dared to put forward their own opinions on the teaching materials and illustrations of the text. I patiently listened to the different questions raised by the students and fully affirmed, praised and encouraged them. . At the same time, students are required to express their modification opinions based on their own understanding of the text, which makes students feel a sense of accomplishment and greatly stimulates students' enthusiasm for innovation.

For example, after teaching the lower-grade Chinese language "The Tortoise and the Hare", in order to stimulate students' innovative spirit, I deliberately said: Even though the tortoise is slow, it is also a ghost! As soon as the words were finished, some students 1 said: How can the tortoise race with the white hare? Such a race is unfair. Student 2 said: How could White Rabbit sleep so hard? How could he fall asleep halfway? By the time it wakes up, the turtle has already crawled there, which is unlikely. Student 3 said: I think the turtle must have known in advance that the white rabbit was going to sleep on the way. Otherwise, no matter how stupid he was, he would not race with the white rabbit! Student 4 said: Maybe the turtle had discussed it with the white rabbit first. The white rabbit pretended to sleep and deliberately lost to it. I found that the students' ideas were too whimsical, and I was secretly happy. I praised them. I think that only by fully respecting students' different understandings, allowing students to express their unique feelings and understandings, and treating them as unique people can they be successful. Innovation is welcome, but children’s ideas must not be judged from an adult’s perspective!

Every student has the willingness and requirement to actively discover and explore. Discovery and inquiry are an intrinsic need and instinct of students. During class, I try every means to guide this instinct out of students, Guide students to discover and solve problems independently, and cultivate students' independent inquiry ability. There is a famous saying: There are one hundred Hamlets in the hearts of one hundred readers4. Every student will have different ideas about the same problem. During the exploration process, I emphasize the process of exploring the problem, not the result of the problem. For example: When teaching the lesson "Crows Drinking Water", in order to allow students to intuitively feel the reasons why crows drink water and cannot drink water, and to cultivate their spirit of inquiry, I conducted an experiment and asked students to pay attention to the contents of the bottle. water change process. The students found that the water was gradually rising, so I inspired: What did you know through the experiment? The students raised their hands and said: There was very little water in the bottle and the crow couldn't drink the water. So they came up with a way to put pebbles into the bottle. The water in the bottle rose and the crow drank the water. I praised the students, and then did another experiment, asking the students to stare attentively. I poured some water out of the bottle, then put the stones in again, and asked the students again to answer whether the crow drank the water. I said again: Can crows still drink water? Students cannot answer in unison. Why? Because there was too little water, the stones submerged the water! I caught the student's statement that there was too little water and compared it with the text that there was not much water in the bottle. I understood the meaning of the sentence, combined with the illustrations, and compared it with the bottle in my hand, so that the students could observe and explore. The student understood: there is a lot of water in the bottle. But dissatisfied. I was inspired again: If the water is not full, then the crow must not be able to drink it? At this time, the student understood again: the mouth of the bottle was too small, and there was a lot of water but it was not full. For teaching this lesson, I creatively used visual teaching aids based on the actual situation. During the experiment, students could easily observe when the water for throwing stones rose and when the water for throwing stones submerged, so that students could understand that throwing stones is not necessarily Water will always rise. Throughout the class, I can not only stimulate students' enthusiasm and initiative in learning, but also cultivate their observation ability and train their divergent thinking. During the observation experiment, I can inspire students to actively use their brains and Think deeply, not be superstitious about books, and question boldly, cultivating students' critical consciousness and problem awareness.

Classroom teaching varies from person to person, situation to situation, and content to content, but teaching should be student-centered, using different teaching methods or strategies flexibly to develop students' various abilities and greatly improve the quality of teaching.