How to carry out independent mutual learning in primary school students in the classroom

Talking about the cultivation of independent learning ability traditional teaching one-sided emphasis on how teachers teach, focus on teaching "understand", teaching "will", the students as a container to receive knowledge, the use of "full irrigation", "filler", "sea of questions tactics" and other teaching methods. "The students are treated as containers of knowledge, and teaching methods such as "full irrigation", "duck-filling" and "sea of questions" are adopted. Such classroom teaching often can not create active learning opportunities for all students, is not conducive to the formation of students' subjective consciousness and learning ability. The "independent learning, independent development" classroom teaching mode, just to make up for the shortcomings of this, it is through the creation of a real and vivid situation to stimulate the enthusiasm of students to learn independently; through the valuable questioning (mainly refers to the questioning of the students), inspire students to think, independent comprehension of the new knowledge; through the guidance of a variety of training, prompting students to move! I. "Independent learning, independent learning, independent learning". First, "independent learning, independent development" classroom teaching mode features "independent learning, independent development" classroom teaching mode, its distinctive features are: establish the "three main consciousness", cultivate the "three self-competence". "Three self-competence". 1, "three main consciousness" that is, the teacher as the leading, the student as the main body, the training as the main line. Elementary school students of all grades due to age, emotion, will, interest and ability to have obvious differences, classroom teaching to implement the "independent learning ability" training goal can not be a one-size-fits-all, there should be different stages of requirements. Psychological research has shown that students in the lower grades are highly dependent on learning, while students in the middle and upper grades have developed their learning autonomy as their grades increase and their knowledge continues to accumulate, and their dependence gradually diminishes, initially giving them the ability to learn on their own. Therefore, teachers should handle the master-slave relationship of "leading" and "subject" according to the different grades in the specific teaching. Despite the dependence of the students' learning, but can never be replaced, as far as possible to let them learn independently, to promote the continuous improvement and development of students' independent learning ability, paving the way for independent learning in the future. At the same time, the "leading" and "subject" and to be specifically implemented in the training of this "main line", leaving this main line, "leading" and "subject". The role of the "leading" and "subject" will deviate from the teaching objectives. Therefore, each lesson requires teachers based on the syllabus, textbooks and students to determine the actual training objectives of the class, pay attention to the training design, training time, and effectively enhance the training effect. 2, "three since the ability to" that is, in the teacher's inspiration and guidance, the students through the reading, they can raise questions or doubts, they can analyze the problem, they can solve the problem. The problem is solved by the students themselves. In the "learning" in the "learning" in the "learning" in the "understanding"; in the "learning" in the "learning" in the "learning" in the "learning" in the "learning" in the "learning" in the "learning" in the "learning" in the "learning" in the "learning" in the "learning". In "learning", "learning", "learning", "understanding"; in "understanding", "learning", "learning", "understanding". "learning", "learning" in "understanding", "learning" in "understanding", "learning" in "understanding". The "learning" should be in the "understanding", and the "learning" in the "understanding". "Learning" to think y, "learning" to think three times, "enlightenment" to reflect. Second, the basic strategy for the cultivation of independent learning ability 1, motivation to stimulate independent learning. Motivation is the internal drive, independent learning needs an internal motivational force. Emotion has an internal drive, positive emotions can mobilize students' passion. Elementary school students are naive, simple, childish, have high self-esteem and are easily hurt. Especially poor students, always worried that they ask too simple or ask the wrong question by classmates, teachers make fun of. Therefore, the classroom teacher must create a mutual respect, understanding, tolerance and harmony of the learning atmosphere, bring a smile into the classroom, with a sincere and cordial smile, amiable teaching attitude, full of spirit, good mood, and constantly strengthen the emotional exchanges between teachers and students, as the saying goes: "pro-teachers in order to believe in the way." Teachers should be good at using encouraging language, good at finding flashpoints, for students' questions, as long as there is a little bit of desirability, should be given timely praise and encouragement. Such as teaching "the sun" a lesson, a usually silent students actually raised their hands unprecedentedly, want to know what characteristics of the sun. So I gave praise enthusiastically and asked my classmates to help her answer. See their own questions can be the teacher's first, praise, students get great psychological satisfaction, self-confidence sails high, and from then on the enthusiasm to ask questions is also higher. 2, create the conditions for independent learning Sukhomlinsky believes that: "Teachers are the cultivator of thinking, not the injector of knowledge." To allow students to learn independently, classroom teaching to create opportunities and space for students to fully develop. The leading role of teachers is mainly reflected in the design of teaching. Therefore, the first step is to have a living teaching content. To be truly liberated from the superstition of the authority of the textbook, the textbook is only a carrier to implement the requirements of the syllabus. Therefore, the existing textbook content of the moderate supplementation, adjustment, recombination is not only necessary, but also possible. This can make the teaching really have living content, so that knowledge and innovation, cognition and practice synchronous development. Secondly, there should be a living teaching process. The process of classroom teaching should not be a process of classroom drama performance with the lesson plan as the script, with the teacher as the director and starring actor, with a few students as the supporting cast, and with the majority of the students as the mass actors, but it should be a dynamic creative process. One of the important tasks of the teacher is to stimulate students to think positively, especially creative thinking, encourage students to boldly question the teacher, questioning is a reflection of the spirit of innovation, is a sign of student thinking participation. Students can raise some questions, some may be valuable, some may be very bizarre, or even ridiculous, but students dare to raise, that they are actively involved in thinking. Such as teaching "Bird Paradise" to guide students to understand the "paradise" before the scene, I first use multimedia to play the birds, birds of prey video, and asked students to look carefully, pay attention to listen, think about what questions want to ask. When students seriously appreciate the video, I took the opportunity to guide: how lively picture ah! At this moment, do you have any questions to ask? In this way, the students' thinking is active, the box is opened, put forward one question after another: Why are there so many birds on the big banyan tree? Why did our applause scare the painted lady bird away when it was so excited that it still stood on the tree and sang? Who was the paintbrush going to sing to? What was it singing about? And so on. Furthermore, there should be a living teaching evaluation. Evaluation of the dominant relationship is the teacher's evaluation of students; on this basis, actively advocate student-to-student evaluation, so that students can inspire each other to help each other, to achieve *** with the progress. 3, to provide a form of independent learning learning is not the result but a process. Bruner said: "Learning is not to treat students as libraries, but to train students to participate in the learning process." Guiding students to participate fully and actively in learning is the best form of providing students with independent learning. Only by directly participating in the whole process of exploring new knowledge can we comprehend the mystery of knowledge and feel the joy of learning and the joy of success. Optimize the teaching process is to guide students to actively participate in learning. Participation in the connotation is rich, teachers in the classroom teaching to boldly let go, more opportunities to provide student participation, give full play to the various sensory functions of the students, so that they hands, more mouth, more brain, to participate in the observation, thinking, discussion, experiments, to do the five so that: the characteristics of the students to observe, the law of the students to discover the idea of the students to explore the method of the students to derive the difficulty of the students to break through. Really let the students participate in the whole process of learning in each lesson, participation in diverse forms, such as: in the teaching of the "not worth the garden" article I fully use a variety of ways to participate: first of all, to understand the poem can be used to look up the dictionary, contact with the reality of life, boldly guess, word for word speculation; and then in the understanding of the whole poem, the use of words to describe the way of vivid speech; in the understanding of the meaning of the situation, it is used to do the way of painting: an old gentleman standing in front of the wood gate, a picture is One is an old gentleman standing in front of the wood door, with a look of displeasure in his eyes, knocking gently on the wood door; the other highlights a branch of red apricots sticking out of the wall as well as the high fence, at which time the poet is overjoyed. Because of the emphasis on "hands-on painting" on the basis of "using the mouth and the brain", the lofty mood of the ancient poem is transformed into concrete words and paintings, which greatly expands the students' image thinking and imagination. Also due to the change of participation, it maximizes the students' interest in active learning, and naturally it is easy to grasp the author's emotional changes from disappointment to surprise, and improves the learning efficiency. Another example is in the "straw boat lending arrows" a text teaching, I in order to let the students y appreciate Zhu Geliang straw boat lending arrows of ingenuity, more fully feel the character image, can be used to change the role of the approach to make the students experience success, thus stimulating the active participation of the driving force of the factors. I am so triggered by the students: "Zhu Geliang can borrow arrows successfully, almost impossible to complete the task into possible, it is worth to summarize. If you are Zhuge Liang, you introduce to everyone the reasons for the success of borrowing arrows; if you are Cao Cao, you talk to everyone about why you will be deceived? And encourage students to dare to play two different roles, dare to express different views on this matter. This triggered students' enthusiasm, initiative and creativity, and provided them with a stage to show their abilities. Because of this design has a strong flexibility, it is conducive to student play, easy for students to taste the joy of success, thus exercising and cultivating the ability of students to learn on their own. 4, to provide the opportunity to extend the knowledge of students in the classroom and textbooks to the knowledge is very limited, teachers should guide students from the text to extend to the field of knowledge, broaden their horizons and enrich their knowledge so that the students' desire for knowledge is even stronger. The desire of the students to learn is stronger, and then also more happy to learn, happy to ask. Such as teaching "the sun", when learning the sun's three major characteristics of far, big, hot, a student put forward such a question: why the sun's temperature is so high? I will guide the students to check the relevant information after class. In the second class, they competed to the podium to make a vivid, interesting and comprehensive exchange with the classmates about the relevant information they had accessed from the "Children's Encyclopedia", "100,000 Reasons" and other books. Such an opportunity for independent learning allows students to satisfy their desire for knowledge, and at the same time allows them to gain a more comprehensive and deeper knowledge.