Modern psychological research shows that any learning is a process in which learners construct knowledge independently. The new curriculum standards emphasize the value of each course to students' lifelong learning and development, and the strength of independent learning ability determines a student's lifelong, sustainable and comprehensive development to a large extent. Teachers play a guiding role in students' lifelong learning. The younger the students are, the more important this guidance is. The key to teacher guidance is to cultivate students' ability to learn independently, so that students know how to make progress and how to surpass themselves, rather than just letting them get good scores. The primary school stage is the starting stage for cultivating students' independent learning ability. How to cultivate students' independent learning ability so that they can not only be lively in the classroom, but also be able to actively explore without leaving the teacher, teaching materials, and classroom. Learning is the most valuable thing. A good beginning is half the battle. The lower grades of primary school are the beginning for students to enter formal learning. Cultivating their autonomous awareness and independent learning ability in the lower grades will undoubtedly play an important role in students' future development.
1. The key to cultivating students' independent learning ability is to cultivate students' spirit of daring to question and ask questions.
Learning activities begin with raising doubts and end with solving them. Only when students actually have questions will they have the motivation to explore the questions and the interest in independent learning. When students face new knowledge, they will always have doubts. But doubt is not the same as question. Doubts can be called questions only when they are transformed into verbal questions through the processing of thinking and organization of language, and then expressed. This is a meticulous and complex process. This process requires teachers to cultivate it carefully and patiently support it. In the lower grades at the initial stage of students' learning, this enthusiasm must be carefully cared for, because practice has proved that in the initial stage when students dare to express their opinions, once their enthusiasm is dampened, it will be difficult for most students to return to their original state in the future. level. So how can lower grades cultivate students' courage to question and ask questions?
First of all, it is necessary to set up situations in which students can question and ask questions according to their age characteristics. The age of students in the lower grades is basically around 6 years old. At this age, the brain has matured and has relatively complete thinking. Therefore they cannot be underestimated. But at this time, their psychological development is still at a low level. Children always look at things around them from their own perspective, which is inevitably naive. So we can’t overestimate them.
"Little Gekko Borrows Its Tail" is a text in the second volume of the first grade. The title of this text itself can arouse children's interest in questioning. Therefore, after reading the topic, you can deliberately leave time for the children to question. They will easily ask: Why does the little gecko need to borrow its own tail when it has its own tail? Who does the little gecko borrow its tail from? Waiting for questions, and many of these questions are the important and difficult parts that teachers want to talk about. "What I Want is a Gourd" is the second text in the fourth unit of the first volume of the second grade. The reading requirements of this text are to understand the relationship between the leaves and fruits of the gourd by looking at pictures and studying the text. The fourth illustration in the text vividly depicts the surprise of the gourd grower when he saw the gourd, which can arouse children's curiosity to question and seek knowledge. If you go directly to the final paragraph after learning the first paragraph, let the children raise the questions to be discussed, and then let them go to the text with the questions to find the answers, the children will be very interested in learning. Not only did they train their thinking and eloquence, but after working hard to find the answers, they also enhanced their self-confidence in learning and gained a sense of accomplishment. If these questions are raised one by one by teachers and explained one by one, students' originally active thinking may be resisted and the classroom atmosphere that could have been lively and lively becomes dull. Everyone knows that interest is the best teacher. For children in lower grades, cultivating their learning habits of independent inquiry by cultivating students' ability to question and ask questions is in line with children's cognitive nature and is in line with education. Regularly.
Secondly, students should be actively encouraged to put forward their own opinions and doubts at any time during the learning process. Students are the main body of classroom learning. If a student can "interject" around the learning content from time to time during the learning process, this is enough to prove that his thinking is working in an orderly manner and his mental state is completely immersed in enjoying himself. In a learning atmosphere, this is a state of independent learning and is worthy of praise. As for students in the lower grades of primary school, because their enthusiasm has not been dampened, it is easy for them to interrupt involuntarily when they are immersed in the learning atmosphere, and this is very valuable. If teachers do not pay attention to protection, or criticize instead, it is extremely easy to destroy the enthusiasm for learning and destroy a starting point for cultivating independent learning ability. This is undoubtedly a big loss. Therefore, during the learning process, students must be actively encouraged to raise their own opinions and doubts at any time.
Thirdly, cultivating students’ consciousness and habit of daring to question and ask questions depends on teachers’ classroom evaluation language. The younger the students are, the more sacred the teacher's status is in the students' minds. The heavier the teacher's language, especially the language of classroom evaluation, is in their minds, the greater the impact on them. Excellent students are not cultivated by criticism. What children need more is loving encouragement as they grow.
Just imagine, if a student's speech in class is dismissed by the teacher, then you can imagine his enthusiasm for speaking in the future. Therefore, teachers should give students more encouragement and smiles in class to make them more confident and more motivated. In the long run, there will be unexpected gains in cultivating students' independent learning ability.
2. Cultivate students' independent learning ability and allow students to have enough time to actively learn.
Mr. Tao Xingzhi has a very famous educational motto: Free the mind so that students can think; free the hands so that students can do; free the eyes so that students can see; free the mouth so that students can talk; Free up space so that students can fly into nature and the big society; free up time so that students can have time to study, do things and have fun. Learning is a process of self-perception. Knowledge that truly belongs to oneself is based on the participation of the subjective mind. For lower grade primary school students, how to give them enough time to think proactively in Chinese class?
First of all, students should be given sufficient time for independent learning so that they can explore independently. The time left for students to learn independently in the classroom is a necessary material guarantee for cultivating students' independent learning ability. Students are the real masters of classroom learning. Only through the active operation of their own thinking can they build bridges between old and new knowledge and realize the transfer of knowledge - and this requires time to ensure. If there is only time for the teacher to perform a one-man show and no time for students to really think intensely, such a class will be unattractive to students, even boring and easy to get distracted. Therefore, give time back to students and allow them to explore independently, so that we can truly implement the cultivation of students' independent learning ability.
Secondly, necessary discussion time should be left for students to fully express their opinions. The classroom is the main place for students to learn, and it should be a place where they can speak freely and discuss knowledge. Leaving necessary discussion time for students in the Chinese class can not only transform the knowledge learned in the classroom into language, but also exercise students' oral expression skills through discussion, making their thinking more agile, and can also make limited use of time. The forty-minute class was extended. Through communication, students not only share information, but also promote mutual cooperation.
In short, students should be given appropriate space and time to display and expand their melted knowledge, so that students' learning abilities can be cultivated.
3. To cultivate students' independent learning ability, we must create a rich and interesting classroom democratic atmosphere that provides students with psychological safety.
A rich, interesting, and democratic classroom atmosphere that provides students with psychological safety is an important guarantee for cultivating and exercising students' independent learning abilities.
Only when the classroom atmosphere is lively and interesting can it firmly attract students and enable them to be cultivated by teachers in a subtle way. Only in this way can their thinking be more agile and their independent learning ability fully exercised.
Similarly, only when students are in a psychologically safe classroom atmosphere can they have the courage to express their opinions, and can they discuss independently in a happy mood, so that their independent learning ability can be exercised. If a student does not have psychological safety in class and is afraid that he will be scolded by the teacher and ridiculed by his classmates if he makes a mistake, then even if he knows how to do it, he will probably remain silent and passively wait for the teacher to call his name. How does this talk about the cultivation of independent learning ability? Therefore, to cultivate students' ability to learn independently, we must create a psychologically safe classroom atmosphere for students.
In addition, teachers and students are completely equal in personality, and the classroom atmosphere must be democratized. In this way, students will feel that they are the real masters of the classroom and will devote themselves to learning more consciously, thereby creating a good platform for cultivating independent learning abilities.
In short, a classroom atmosphere that is rich and interesting, psychologically safe for students, and democratic will allow students to open their minds and devote themselves to learning more autonomously.
4. To cultivate students’ independent learning ability, we must fully consider the characteristics of teaching materials.
Textbooks are a treasure trove of creations that play an immeasurable role in cultivating students’ independent innovation abilities. The Chinese textbooks for lower grades of primary schools are vivid and interesting with pictures and texts. Cultivating students' independent learning ability cannot be cultivated in a vacuum, let alone arbitrarily. It must be based on the teaching materials, based on the characteristics of the teaching materials, combined with the students' actual abilities, and cultivated in a purposeful and step-by-step manner.
You can use illustrations in textbooks to stimulate students' interest in learning. The illustrations in Chinese textbooks for lower grades of primary schools are beautifully printed and colorful, and the characters in the pictures have rich and vivid expressions that are ready to be heard. Moreover, the illustrations are very story-telling and full of childlike interest, which is a good basis for cultivating students' independent learning ability. Teachers can use illustrations to stimulate students' interest in learning, stimulate students' rich imagination, and mobilize children's desire to express themselves.
You can also use the text content to cultivate students' independent learning ability. The texts in the lower grades of primary schools are diverse in genre and rich in content. Through reading, students can not only accumulate and train characters, words, and sentences, but also grasp every detail to develop their independent learning ability. For example, there is this sentence in the lesson "Little White Rabbit and Little Gray Rabbit" in the seventh unit of the second volume of the first grade: "Only by growing your own can you have endless vegetables.
"Here, students can be guided to conclude: In learning, only by using their own hands and brains can they obtain their own knowledge. This will make students aware of the importance of independent learning and enhance their awareness of independent learning.
< p>Teaching without textbooks is water without a source and a tree without roots. Only by fully considering the characteristics of the textbooks and combining them with the characteristics of students can we properly cultivate independent learning ability.5. , Cultivating students' independent learning ability also needs to be supplemented by autonomous homework.
Homework must be selective, allowing students to have the power to choose independently. Homework must be interesting and stimulate their motivation to do homework. Desire. Homework should be scalable and extend the knowledge in the classroom. Good homework assignments will extend the cultivation of students' independent learning ability from in-class to out-of-class, and change from passive acceptance of knowledge to subtle learning. Explore knowledge. "This is the ultimate goal of classroom teaching.
In short, lower grades are the beginning of students entering formal learning. Students have the spirit of "newborn calves are not afraid of tigers", and teachers must provide correct guidance. , establish the concept of "people-oriented", transform this spirit into the motivation for independent learning, and thus implement the cultivation of independent learning ability.