With the continuous development of Chinese teaching reform, the new curriculum standard requires our teachers to change their educational concepts. Teachers should pay more attention to the cultivation of students' self-learning ability while imparting knowledge in teaching, so that students can learn to learn. Ye Shengtao, a famous modern educator, once said, "Teaching is for not teaching". It can be seen that cultivating self-study ability is the core and destination of the guidance of Chinese learning method in primary schools. How to cultivate students' self-study ability? I think we can try to start from the following aspects: First, stimulate students' interest in self-study. Confucius, an ancient educator, said, "Those who know are not as good as those who are good, and those who are good are not as happy as those who are good." This shows the significance of interest in learning. From the psychological point of view, we can know that interest is a positive consciousness tendency that people are willing to contact and know something, and strive to participate in the corresponding activities. Only with strong interest can we arouse students' enthusiasm for learning and motivate students to study and study hard. Therefore, teachers should be clear about their leading role in teaching, guide students in time and arouse students' interest in learning. Only when they are interested can they talk about cultivating their abilities. For example, when I was listening to a Chinese class in grade two, the teacher first stimulated students' interest in self-study by doing experiments. Before class, she brought a large basin of water and an orange, and then used the physical and mental characteristics of junior students with strong curiosity and thirst for knowledge to let students learn the text by themselves first and find out what "splash" is from the text. Who can demonstrate in person by understanding the text? Let's listen to the sound of thump. In order for students to go on stage to do experiments, everyone learns the text by themselves seriously, consciously searches for information, and understands and masters the text by combining new words after class and text counseling books. Here, teachers fully arouse students' interest in learning and make them want to learn, thus laying a very good foundation for the teaching of the whole class. Second, scientific regulation, give full play to the leading role of teachers. The Chinese self-study ability of primary schools must be gradually cultivated in the process of self-study practice under the guidance of teachers. In a sense, how teachers play a leading role is the key to the formation of students' self-learning ability. Therefore, when guiding students to carry out self-study activities, teachers should focus on the whole, scientifically regulate and control, and give full play to their leading role. First of all, before students learn by themselves, teachers should reasonably put forward clear requirements for self-study according to their age characteristics and cognitive structure, and stipulate the scope and content of self-study. Put forward the attention points of self-study and make clear the problems that need to be considered when reading. Take a fifth-grade class I teach as an example. When I ask students to learn the text "Shoe Repairing Girl" by themselves, I will first put forward specific requirements for self-study: first, I can find out the new words and phrases in the text according to the after-class words, understand the meaning and meaning of words in combination with the context, and consciously master them; Second, understand the relationship between the topic and the center of the article (for example, who is the "shoe repair girl" in the article? Why should I look for her? Third, we can accurately segment the text, summarize the general idea of the paragraph and summarize the central idea of the article; Fourth, be able to put forward difficult questions or your own views and opinions around the content and central idea of the text, and develop the habit of writing reading notes. In this way, the goal of self-study is clear, so that students can learn something and rely on it. Secondly, when students are learning by themselves, teachers should get feedback information at any time, and prompt, enlighten and explain key issues, contents that are generally difficult and students' queries. At the same time, teachers should make good use of the situation reflected by students in self-study, give correct guidance, summarize the whole self-study process of students, give positive and correct evaluation, make students realize their own shortcomings, make clear the direction of efforts, and help students form a systematic and perfect cognitive structure. Third, step by step, follow the cognitive laws of students. According to the cognitive characteristics of students, teachers should guide students to learn by themselves step by step. Teachers can arrange a three-stage guiding procedure of "guiding-helping-releasing" and gradually give students the initiative in learning. "Guidance" means guidance, guiding teachers to explain knowledge, teach methods and prompt laws according to textbooks. "Help" means help, which means that teachers put forward an outline of self-study in the key points, difficulties and key points of knowledge, so that students can learn independently with questions, imitate or learn from existing learning skills or methods, and then teachers and students can discuss and summarize together to achieve the purpose of understanding and mastering knowledge. "Letting go" means letting go, that is, teachers put forward the topic first, arrange the content, requirements and progress of self-study, don't ask questions, let students read books and learn by themselves, and gradually the students will summarize and sort out the outline and find their own rules. After self-study, teachers check and understand, students raise questions, and teachers and students discuss and dispel doubts. For example, in the teaching of Guilin Landscape, I first focus on guiding students to analyze the second paragraph of the text. The basic process of teaching is: (1) read the text quickly against the illustrations to understand what is mainly written in this paragraph; (2) Read the text carefully, master the characteristics of Lijiang River (quiet, clear and green), understand the structure of paragraphs (total-sub-total) and learn the comprehensive application of the author's various rhetorical devices (comparison, parallelism, metaphor and personification); (3) Teachers and students take turns reading to understand the author's thoughts and feelings; (4) The teacher makes a summary, and then the teacher helps the students to learn the third paragraph of the text by themselves by using the learning method in the second paragraph, and the teacher gives instructions on the key and difficult points in the article in time. Finally, I choose an article "I Love Lijiang River" which is similar in content and structure to the article "Guilin Landscape" for students to study independently. This arrangement of self-study procedures follows the students' cognitive rules. Students are interested in learning and have high enthusiasm. Exploration, questioning and debate fill the whole classroom, enliven the classroom atmosphere, return the classroom to the students, and enable the students to truly see their position in the classroom and consciously or unconsciously play the role of "master". Of course, guidance, support and release are by no means immutable formulas. We should combine them skillfully and use them reasonably according to the actual situation in teaching, so that the self-study guidance can be truly implemented. Fourth, teach students the method of self-study. "It is better to teach them to fish than to teach them to fish." German educator Didoshui once said: "A bad teacher teaches the truth, and a good teacher teaches children to discover the truth." With the advent of the era of knowledge economy, modern science and technology are changing with each passing day and developing rapidly. The knowledge imparted by teachers in the classroom is limited. Only by giving students acceptable learning methods and forming learning skills through training can students adapt to the needs of the times and benefit for life. Classroom is the main position for teachers to guide students by themselves. Therefore, teachers should firmly grasp this position and combine the contents of teaching materials. Teach students scientific self-study methods so that they can gradually master the golden key to open the treasure house of knowledge. According to the characteristics of Chinese subject, teachers can teach students the following methods of self-learning Chinese in class: (1) Intensive reading and browsing. Generally speaking, the important parts of primary school students' textbooks should be intensively read, not only to understand the main idea of the text, but also to deeply understand the basic principles expounded in the text, and to express them in their own words after digestion and understanding, and finally to distinguish between the parts that need to be memorized and the parts that need to be learned to apply, and strive to meet the requirements of memory and application. Newspapers, fairy tales, biographies, popular science books, excellent compositions and other extracurricular books that primary school students often read can be browsed, but for those parts that students themselves think are valuable, intensive reading can be appropriately adopted to make some excerpts and write some experiences. (2) the connection between the old and the new, learning new methods by reviewing the old, all kinds of knowledge and abilities are from primary to advanced, from simple to complex, and become a system. People should master each knowledge from its own context, and from the relationship between the basic ability and complex ability of various abilities. This requires the establishment of a learning concept of linking the old with the new, and the establishment of a learning concept of reviewing the old and learning the new. For example, when learning the word "name" in "live up to its reputation", we should first teach students to understand that "name" means "reputation" here. From this, we can also think of how to explain the use of "name" in other words. For example, the name of famous brand and the name of Sun Shan. Through this multi-directional thinking, students will have a more comprehensive and thorough understanding of "name" (3) Questioning method: This method refers to students' questioning and dispelling doubts while reading, so that learning becomes the key point of self-doubt-knowing and dispelling doubts, that is, the content of questioning must be the focus and difficulty of the article, and questioning learning can exercise students' willpower and promote students to form a proactive exploration spirit; (4) article type learning method: it is to teach students specific learning methods according to different article types: 1. The learning of writing articles is mainly to understand the characters' images by grasping their language, movements, demeanor and psychology; 2. The study of memorabilia is mainly to understand the meaning of things on the basis of understanding the cause and effect of things; 3. The study of writing landscape articles mainly grasps the essential characteristics of things by grasping the aspects of quantity, shape and function. (5) The learning of basic knowledge mainly focuses on words, words, sentences, paragraphs, grammar, rhetoric and logic. This knowledge needs to be understood and memorized. For example, when we teach students the meaning of the word "fierce", we tell them that "four points" means "fire", which evolved from writing, and all words with "four points" are related to "fire", thus deepening the explanation of the original meaning, figurative meaning and extended meaning. Students can quickly grasp the general meaning of a large number of words by analogy. If the word next to "Bei" is related to money; The words with "ladle" are related to psychological activities; The words with "Yan" are related to language and so on. This has taught students some basic literacy methods and gradually laid the foundation for students to learn to read, distinguish characters, interpret and distinguish meanings by themselves. In this way, learning has achieved the effect of giving inferences by analogy and bypassing one category by one. (6) Take reading notes. Taking reading notes can help students concentrate on reading, deepen their understanding, exercise their thinking ability, and accumulate useful information. The main forms of reading notes commonly used by primary school students are written notes and excerpted notes, and sometimes they are also used in the forms of outlining, writing summaries and writing experiences. Fifth, strengthen practice, practice strengthening, students' learning process tells us that learning practice is a very important activity to enhance understanding and deepen memory. The main way of this practice is practice, and the mastery of an effective self-learning method needs to be strengthened and consolidated in practice. Therefore, we must strengthen the training of students' self-study methods purposefully and in a planned way, and constantly improve them in the process of training. (1) Scientific arrangement and reasonable training. Teachers must make scientific arrangements for the training of Chinese self-study methods. First of all, they should be moderate. "Repeated training with a large amount of exercise can only increase the burden on students and cause rebellious psychology. Appropriate amount is to arrange the amount of training according to the characteristics of grades and teaching requirements, because of people and classes. Second, it should be moderate. No matter what kind of self-study method teachers arrange for students to train, it is not easy or too difficult. Even the methods that students have basically mastered should be graded according to the specific situation, and the difficulty is moderate. In this way, students are always in the process of success, and after certain efforts to achieve new success, the initiative of learning and training is bound to be consistent. Thirdly, teachers should pay attention to arranging training when students' learning is in the best state. For example: ① arouse interest and lead to thinking; (2) when questions arise and answers are sought; (3) master the law, when trying to verify. (2) Various forms and flexible training. According to the age characteristics of primary school students, teachers should design flexible and diverse training forms around teaching objectives, implement effective training in a planned way, arouse students' interest and improve the quality of training. For example, practice before speaking (reviewing old knowledge and prompting new lessons); Practice in speaking (combining speaking with practice, digesting and understanding) and practice after speaking (consolidating application and forming skills); Comprehensive training (test feedback). The form of practice should proceed from the reality of students, be eclectic and use flexibly. (3) Combination of in-class and out-of-class training. To consolidate and improve students' self-study ability, classroom training alone is not enough. We should constantly extend to extracurricular activities and apply the self-study skills gained in class to the practice of extracurricular Chinese learning as soon as possible. For example, extracurricular reading and story-telling activities can help students form the ability of Chinese self-study in the cycle of "learning-practice-re-learning-re-practice". Sixth, persevere and develop students' conscious study habits. Cultivating education is by no means an overnight achievement, and we must persevere. To cultivate study habits, my requirement for students is "keep your word and keep your word". Usually, the famous saying that I encourage students to speak enthusiastically is: "As long as they raise their hands, they are good students, and as long as they answer questions, they will make progress." And pay attention to capture the creative spark of students, record and give enthusiastic encouragement, and expect it to burn into a raging fire. Students in the same seat are required to check each other for each assignment. In the draft composition, students should first correct themselves and each other, find out their own omissions, and form the habit of careful homework. Ensure that students have a certain amount of extracurricular reading time every day, including books, newspapers, TV programs, etc. At the same time, develop the habit of combining reading with thinking, not moving pen and ink and not reading, and insist on taking good reading notes. When you read the good materials or enlightening questions in the article, you should immediately tick or copy them down, then summarize the main points, recognize the wonderful words and sentences, identify the subtleties, and write down your experiences. The form and content are not limited, and it can be a few words, aphorisms and wonderful paragraphs, as well as cartoon creation. This not only enriches students' vocabulary and language sense, but also gradually cultivates students' thinking and appreciation ability. Through practice, we will find that students who follow the teacher's requirements will be more agile in thinking, and their reading ability and writing level will be improved quickly; On the contrary, reading ability and writing level always stay in the same place, or improve slowly. In addition, there are the habits of previewing before class, frequently turning over reference books, thinking independently and finishing homework, reviewing and consolidating in time, writing an outline first and then writing a composition, adding points to the text, dividing the text into sections, measuring and summarizing yourself, and so on. With the continuous improvement of students' self-study ability, their interest in learning will become stronger and stronger. With their interest in learning, they will also take the initiative to learn, learn to think independently, constantly acquire new knowledge, and learn to solve problems and contradictions flexibly while acquiring knowledge. It is not easy to improve students' self-study ability, but also a challenge for teachers. We should establish the concept of "everything is for students' development" and guide every student attentively so that every student can get the maximum development and lay the foundation.