How to cultivate students' self-study ability in reading Chinese texts? Mr. Ye Shengtao has always advocated: "The ultimate goal of Chinese classroom teaching is to realize' no need to teach', so that students can cultivate such an ability and read by themselves without teachers." What is emphasized here is the cultivation of students' self-study ability. His thought includes three meanings: first, it is an important task for educational institutions to cultivate students' self-study ability; Second, students should study hard the skills of self-study and form the habit of self-study; Thirdly, it is teachers' bounden duty to cultivate students' autonomous learning ability, and whether to pay attention to cultivating students' autonomous learning ability is an important criterion to measure a teacher's level. -Excerpted from How to Cultivate Students' Chinese Self-study Ability. 1. Why should we cultivate students' self-study ability? 1, the requirements of the times: We live in an era of rapid development of new human knowledge and technology. To speed up China's socialist modernization, we must constantly absorb new knowledge and master new technologies, which requires the builders we cultivate to have the ability of independent learning. Cultivating self-study ability in Chinese teaching is very important for children's growth and the improvement of the quality level of a new generation of talents. 2. Curriculum requirements: For a long time, most Chinese teaching in middle schools did not pay attention to students' self-study, but only paid attention to teachers' "speaking". In the task of Chinese teaching and development, cultivating and developing students' self-study ability and creative thinking plays a key role in their development. According to the statistics of UNESCO, the scientific knowledge mastered by human beings in the past 100 years accounted for 90% of the total scientific knowledge in history. Human knowledge doubled every 50 years in the19th century. In the 20th century, it doubled every 10 years, and in the recent 10 years, it doubled in about three years. Facing the vast knowledge system, especially Chinese teaching, it involves every corner of life and all aspects of life are related to it. Therefore, it is impossible for teachers to teach, and students can only learn by themselves in the future. If only teachers teach in the teaching process, it is impossible for students to master knowledge well and improve their quality. This requires students to actively participate in learning and cultivate self-study ability. 3. New Curriculum Requirements: What we are using now is the newly compiled middle school Chinese textbook under the new curriculum reform. An important teaching concept embodied in the new textbook is "people-oriented", that is, teaching should aim at students' all-round development, change the habit of accepting learning, rote learning and mechanical training, advocate students' spirit of active participation, willingness to explore and hard work, and cultivate students' independence, cooperation and inquiry ability; Ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. This requires that our teaching purpose is to help every student learn effectively and make it fully developed. In my opinion, the cultivation of students' self-study ability is the concrete embodiment of realizing the transformation of educational concept. Because the process of cultivating students' autonomous learning ability is a learning process with students as the main body and students' own development as the goal. Only by cultivating students' strong self-study ability can we achieve the goal of "teaching is for not teaching". Therefore, it is very necessary and important to attach importance to the cultivation of students' autonomous learning ability, guide students to learn actively, and make students' learning become an active and personalized process under the guidance of teachers. 4. Requirements for students' own abilities: Students' self-awareness has risen in junior high school, and students' interest in research-based learning has become increasingly strong. Three years of junior high school life is the golden age for students to learn. Now students have more and more channels to obtain information, especially the high speed and large capacity of network information provide students with quite rich knowledge. At this time, it is far from meeting the needs of students' cognitive ability by teachers' explanations, which puts forward a severe and urgent requirement for our teaching activities-that is, how to make students "eat enough" and ensure that each student "eats well" according to his own reality. I think it is a feasible way to solve this problem to cultivate students' self-study ability in junior high school. Second, what is self-learning ability? What is self-study ability? It is the learning ability of the educated to independently acquire new knowledge and skills by using the existing knowledge and ability. Cultivating students' self-study ability in learning Chinese is conducive to developing self-study ability in various subjects and improving students' comprehensive knowledge, ability and quality. -Excerpt from "On the Cultivation of Students' Self-study Ability in Chinese Teaching" The cultivation of students' self-study ability in Chinese class involves many aspects: from lecture, reading text to independent reading, from classroom teaching to homework. I will intercept one aspect here, focusing on how to cultivate students' autonomous learning ability in self-reading text learning. Third, how to cultivate students' self-study ability? (1) Good habits are the key to cultivating students' Chinese self-study ability, and they are relatively stable behavior characteristics formed through repeated practice. Learning habit refers to an automatic learning tendency formed by students in order to achieve good learning results. Mr. Ye Shengtao, a famous educator, said, "What is education? In a word, it is to form good habits. "I think the following good self-study habits should be cultivated in the self-study of reading texts: 1. Cultivate the habit of previewing before class: there is a famous saying in war "Don't fight an unprepared war". Similarly, it is essential to preview the text in study. Therefore, cultivating the habit of preview before class can help students learn the content of the text more efficiently and actively, and improve their interest and efficiency in classroom learning. Teachers arrange specific targeted preview exercises according to the classroom content, so that students can solve problems independently and discuss in class. For example, the preview of modern Chinese mainly requires students to preview words, relevant literary background, article content and central idea; Preview of classical Chinese requires students to translate and annotate the text themselves, and summarize the content words, function words and special sentence patterns in the article. 2. Cultivate the habit of purposeful learning: purposeful learning is a process in which students put forward their own problems according to the content of the text and then solve them through classroom learning. This can make students have a strong purpose in learning and improve the efficiency of class. 3. Cultivate the habit of turning over reference books frequently: "A dictionary is the best teacher", which is an idea I conveyed to students in the first class. When encountering disputes or new knowledge, I always encourage students to look up the dictionary and don't allow them to guess subjectively. Under this guidance, the effect is also obvious. Students can take the initiative to find reference books when they encounter problems, and dictionaries have become an indispensable "tool" in their studies. 4. Cultivate the habit of active participation and diligent thinking: self-reading text teaching emphasizes that the classroom should be handed over to students, and students should be the main body and the protagonist in classroom learning. This requires students to actively integrate into it and give full play to the role of the protagonist in the classroom. Therefore, students' active participation, willingness to participate and courage to participate are not only necessary, but also an important factor in whether the teaching process can go on. Therefore, I spent a lot of time on how to guide students to actively participate in the classroom and play the important role of "small master" in the study of self-reading texts. For example, ask students to recommend key words and explanations that need to be mastered in a text, or point out some error-prone words and explanations that need attention; The key paragraphs of the article can be found by students themselves, and their own understanding can be exchanged and discussed with the whole class and learned from each other. I also try my best to let students perform on the content of the text by themselves, to help them master the content of the text and try to figure out the characters. Because performance can stimulate students' understanding of the text and arouse their great interest; I also boldly adopted experiential situational teaching. When studying the text "Climbing to the Top of the Earth", I feel that if students study from the perspective of bystanders, their understanding of the text will not be very profound, because they have no such experience, so I ask students to study in the form of a press conference, that is, four students play the role of four protagonists in the text, the rest play the role of journalists, and the students who play the role of journalists need to ask relevant questions according to the content of the text, while the students who play the role of four characters in the text have to do so. The results of classroom study are quite good. Students' questions are more accurate and closely linked to the center of the article. The actors of the four roles in this paper are not only familiar with the text content, but also consult a lot of additional materials. From their answers, we can see that they have a deeper understanding of the content and spirit of the article. This method of creating a certain situation to let students play their initiative in learning fully demonstrates students' autonomous learning ability and can also stimulate students' interest and motivation in learning. 5. Cultivate the habit of summing up after learning: We say that learning a text is not only to solve the problems of this text, but more importantly, to learn methods from this text, so that we can learn the same type of articles by ourselves. " Method is the key to learning ",which requires students to sum up learning methods from the text for self-study in the future. Therefore, when learning some different types of articles, I ask students to summarize the methods learned in this article. Through long-term practice, students can only summarize one or two superficial contents from the beginning, and then develop to master the key learning methods of the article and summarize them in many ways. (2) Mastering methods is the key to cultivate Chinese self-study ability; Learning method is the way and means to achieve learning goals. Using scientific and reasonable learning methods can get twice the result with half the effort. "It is better to teach people to fish than to teach them to fish". Only by teaching students the method of self-study can students truly have the ability of independence. Under the guidance of the above teaching ideas, I pay attention to teaching students the method of autonomous learning in the study of self-reading texts, so as to cultivate their autonomous learning ability and good study habits. 1, to guide students to learn to accumulate and use languages. First, learn to use reference books (dictionaries, dictionaries, reference books). Because students can't use reference books, whether they have the habit of using reference books is related to the effect and level of students' lifelong self-study. Therefore, I regard teaching students to use reference books as the basic training to cultivate self-study ability. There is a qualitative difference between teachers and students in teaching. For example, in the teaching of an article, the teacher looks up the dictionary and looks for information, which is very different from that of the students. Some students often ask the teacher the pronunciation of a word. They wait for the teacher to tell them, and I often don't tell them. But in the process of learning, I encourage students to use reference books to solve new words, new words, difficult sentences and problems related to the content of the article. I often say "a dictionary is the best teacher". Secondly, learn to extract and accumulate words. In the process of reading various articles, I ask students to extract good words, sentences, beautiful paragraphs and allusions. In my students' preview homework, I explicitly ask students to extract at least three beautiful sentences from each article. There is also a preview of classical Chinese like self-reading. I often ask students to summarize the classical Chinese knowledge of this class by themselves, such as notional words, function words and special sentence patterns. After extraction, guide students to accumulate through reading and memory. In addition, we should develop the habit of asking more questions, speaking more and writing more. Finally, I also encourage students to apply their accumulated knowledge to their daily study and life, speak and write more, and constantly improve their expressive ability. Third, in order to deeply understand a text, expand knowledge and increase the accumulation of literary common sense. I pay attention to teaching students how to find reference materials, which is also an indispensable ability in self-study. For example, if I study The Ugly Duckling, I will ask my students to find a brief introduction about Andersen's life. Learning Ode to the Yellow River allows students to consult map information and geographical knowledge; Learning "Real Heroes" can help them understand the relevant background of "Challenger". Sometimes I will make necessary supplements to the materials that students are looking for, but in most cases, the materials collected by students are not only comprehensive and extensive, but also diverse and rich in content. Always consult relevant books, materials and pictures, so that students can initially know what kind of texts can find books and materials. This not only cultivates students' ability, but also stimulates students' stronger interest in learning. 2. Teach students to master the learning steps. Students often look east and west at the text, which is unordered and disorganized; Or after watching it, they think that step by step learning will not go deep, so it is very important to teach them step by step learning. Under normal circumstances, I let students read through the text for the first time and look it up in the dictionary to solve unfamiliar words. Then read the text aloud or silently, get a preliminary understanding of the main content of the text, roughly know what to write, and then guide students to further understand the ideological content of the article through the analysis of key paragraphs; Finally, go back to the beginning to review the full text, divide paragraphs, summarize the central idea, and master the characteristics of expression. This will not only help students get in and learn more, but also help students jump out to read the whole article and summarize what they have learned. For example, study the article "Flaubert's Sunday": students read it for the first time and learned the new words in class. When they read the text again, they learned that the article was written "One Sunday in Flaubert's house, friends got together". This text mainly describes the characteristics of several characters, so I then guide students to focus on reading sentences that express the characteristics of characters. Finally, through the characteristics of individual characters, they reviewed the full text and summarized the characteristics of these characters. Of course, these learning steps can be different because of different texts. When students' thinking ability is developed and their self-study ability is improved, they can be changed or simplified, but such learning is necessary during the period of laying the foundation. 3. Teach students to learn different articles in different ways. The author has different ideas, different expressions and different emphases. Generally speaking, narratives (including narratives, narrative poems and novels) should grasp narrative elements well; Lyric prose should pay attention to understanding the clues of the article and the thoughts and feelings expressed; Explanatory writing should grasp the characteristics, order, method and language of objects; In argumentative writing, we should grasp arguments, arguments and arguments (argumentation methods). Different texts adopt different learning methods. On the one hand, students can grasp the characteristics of all kinds of articles and learn in different ways, saving time and expanding the learning effect. On the other hand, it is also conducive to cultivating students to gradually learn to analyze according to the actual situation of teaching materials, so as to flexibly use a variety of learning methods in self-study. To this end, I pay attention to impart some knowledge about the article in teaching. Of course, this knowledge is not attached, but is taught in the process of reading the text. For example, learning "Nu Wa Made Man", the genre of this article is myth, so we should first teach students the basic characteristics of myth-rich imagination and exaggerated techniques, and then guide students to learn the plot of the article from the characteristics of myth. When students understand this, they will not feel at a loss when learning the article, but can better understand the plot of the article. Another example is the poem Autumn. I guide students to master several elements of this poem-image, symbol, theme of the poem and the author's emotion. By studying from these angles, they can basically grasp the key points of poetry learning without being biased. In addition, there are many articles describing the scenery in the textbook. These texts have beautiful language and strong appeal, and the rich thoughts and feelings of the author are contained between the lines, so that students can experience them in repeated reading. With regard to the narrative writing of characters, the author should reflect the spirit and morality of the characters through one or several specific events, and express their thoughts and personalities through the description of their appearance, language and actions. In fact, there are many ways to learn self-taught texts. Here I just summarize the above points on the problems encountered in my own teaching and the methods adopted. Of course, the methods vary from person to person, and it is important to adapt to local conditions according to the characteristics of individual students. Personally, I think there is still a lot of room for cultivating students' self-learning ability in self-reading texts, so I will spare no effort in this regard. Because our duty as teachers is to cultivate creative and independent "capitalized people".