The new curriculum standard advocates independent, cooperative and inquiry learning methods, so that students can learn independently and explore cooperatively and form unique feelings and experiences. How to effectively organize students' autonomy, cooperation and inquiry learning? We continue to explore, and the experience is as follows:
First, correctly grasp the connotation of autonomy, cooperation and inquiry learning.
As far as the internal quality of learning is concerned, autonomous learning is self-directed, self-motivated and self-monitored, rather than passive, mechanical and otherworldly learning. The characteristics are: learners participate in determining their own meaningful learning goals, make progress in learning, and design evaluation indicators; In the process of learning, we should have emotional input and internal motivation support, and get positive emotional experience from learning, so as to self-monitor cognitive activities and make corresponding adjustments.
Cooperative learning refers to students' mutual learning with clear division of labor in order to accomplish the same tasks in groups or teams, which is relative to individual learning. Cooperative learning transforms competition between individuals into competition among groups, which helps to cultivate students' spirit of cooperation and sense of competition, helps to teach students in accordance with their aptitude and at different levels, makes up for the lack of teachers' difficulty in teaching many students, and makes every student develop. Cooperative motivation and personal responsibility are the key to the learning effect of cooperative learning.
Inquiry learning means that students learn in a similar way under the guidance of teachers, explore the problems encountered in autonomous and cooperative learning, and actively acquire knowledge, apply knowledge and solve problems in inquiry. Compared with "receptive learning", it is more problematic, practical, participatory and open than receptive learning. It is based on autonomous cooperative learning, with inquiry as the main part and acceptance as the auxiliary part.
Second, organize the implementation of independent, cooperative and inquiry learning strategies.
The organization and implementation of autonomous, cooperative and inquiry learning should adhere to the principle of people-oriented, and teachers should become organizers and guides to promote the all-round improvement of students' quality. Taking mathematics teaching as an example, this paper discusses some strategies of organizing and implementing autonomous, cooperative and inquiry learning;
1, create a situation, create a "problem" atmosphere, and realize students' autonomous learning.
"Learning begins with thinking, and thinking comes from doubt" is to make students full of doubts about what they have learned and have a strong thirst for knowledge. In teaching, teachers can consciously create a "question" atmosphere according to students' cognitive and psychological characteristics, cultivate students' interest in asking questions, arouse questions from interest, arouse curiosity from questions, and think because of needs, so that students can constantly find problems and ask questions consciously in their study and study. For example, when studying the diameter perpendicular to the chord, ask: "What can you find by folding a circle in half along the diameter?" What conclusion can be drawn from this? If a straight line is perpendicular to the chord, does it bisect the two arcs opposite the chord? Does the diameter of the bisector have to be perpendicular to the chord and the bisector faces the two arcs? "These problems are conducive to promoting students' autonomous learning, actively exploring, improving students' interest in learning, and helping to systematize knowledge, so that students can adopt similar ways of thinking when learning new knowledge in the future, thus achieving the purpose of learning by doubt.
2. Arouse the original knowledge and build a cooperative learning platform for students.
The process of students' learning is not a process of passive absorption and memory practice, but a process of mobilizing original knowledge and experience with a positive attitude, trying to solve new problems, absorbing new knowledge and perfecting their own knowledge system. In teaching, teachers should trust students' ability, provide students with learning materials, and let students discover laws and conclusions independently, and learn to listen, think, discuss, practice and express. Before group cooperation, teachers should leave time and space for students to think independently; In the process of cooperation, teachers should give students enough time and space to discuss and communicate, so that the wisdom of students of different degrees can be fully brought into play; After the cooperation is completed, teachers should give students enough time to speak, supplement, correct and even debate, which is the time when students' thinking sparks are most likely to flash. For example, what is the conclusion when the diameter is perpendicular to the chord in the research process? What happens when the diameter bisects the chord? What happens when the diameter bisects the arc subtended by the chord? What happens if a straight line bisects the chord? Let one person solve so many problems, students will lose confidence. I divide the students into several study groups, assign tasks to each member of the group, and share the achievements of each member with everyone. At the same time, the group compared and evaluated the conclusions of each student, and finally reached the most satisfactory conclusion for everyone. Let several groups finish the same topic at the same time, and finally compare the conclusions of each group to choose the best conclusion and the best group, so that students can acquire knowledge in an atmosphere of cooperation and competition, which is much more profound than the teacher's indoctrination and explanation.
3. Publicize personality, expand time and space, and help students explore learning.
Inquiry learning needs the guidance of teachers' learning methods in teaching, so that they can have a certain ability foundation before inquiry learning. In teaching, teachers should respect students' autonomy, let students explore knowledge, discover laws, broaden learning fields, explore learning contents and use learning results. From "presupposition" to "dynamic generation", teachers should create free learning space for students. For example, when I was teaching the meaning of probability, I asked, "Have you ever played coin toss?" The classroom was immediately activated, and students scrambled to tell the knowledge related to probability. At the same time, new questions keep coming up: "How about tossing a coin, face up and face down?" What are the rules? "Questions are constantly generated and answered in dynamics, which endows the classroom with more openness, dynamics, development and generation. In the process of dynamic and sustainable development, develop students' inquiry learning ability and promote their independent inquiry development.
4. Strengthen guidance and promote the formation and perfection of independent inquiry and cooperation and exchange.
Autonomous, cooperative and inquiry learning should not be "herding sheep" blindly and automatically, but should strengthen the organization, guidance, help and promotion of teachers. Teachers should encourage and guide students to ask questions, explore and solve problems, and take questioning and doubts as an important part of teaching. By guiding students to ask questions and ask difficult questions, let students cooperate and discuss with questions, stimulate students' curiosity to explore and solve problems in their studies, let students learn to ask questions from the exploration and comparison of knowledge, leave students room for full thinking and exploration, and let students really engage in thinking activities and deepen their understanding. For example, when learning the sum of the internal angles of triangles, I ask students to think together, try to cut and spell the figures together and discuss them together. In the process of thinking, doing and speaking, they inspire and blend with each other. Results Students spelled out all kinds of figures, not only got the sum of the angles of the triangle, but also developed their thinking.
Third, problems and thoughts in autonomous, cooperative and inquiry learning
At present, there are still many misunderstandings in understanding and operation when organizing and implementing autonomous, cooperative and inquiry learning, which are as follows: (1) using new textbooks and old methods; Misuse the concepts of autonomy, cooperation and inquiry. Therefore, we should correctly handle the relationship between autonomy, cooperation and inquiry learning.
We believe that autonomous learning is the basis and purpose of mathematics teaching, cooperative learning is the means and mode of mathematics teaching, and inquiry learning is the attitude and spirit of mathematics teaching. Among them, autonomous learning is the premise of cooperative inquiry learning. Because learning is a process in which students independently acquire knowledge, improve their abilities and exercise their thinking, no one can replace students as independent "subjects" in teaching, and any external information can only play a role through students' independent thinking and absorption. Cooperation and inquiry cannot replace students' thinking and practice, so autonomous learning should be the ultimate goal and destination of education.
As a means and way, cooperative learning is a way for students to seek help and solve problems with others when they can't solve problems through autonomous learning. It is based on autonomous learning. Without autonomous learning, cooperative learning becomes a decoration and loses its due significance and value. When implementing cooperative learning in teaching, we should strictly grasp the scale, cooperate when we cooperate, and never cooperate if we cooperate improperly.
As a learning attitude and spirit, inquiry should run through the whole process of autonomous cooperative learning. Inquiry pursues the process rather than the result, and attaches importance to students' experience rather than conclusion in the process of inquiry. In inquiry learning, we should cultivate students' courage to question and innovate, as well as their ability to use their hands and brains. We should encourage students to treat the problems they encounter with an exploratory eye, and don't place too high hopes and demands on students, otherwise it will be counterproductive.
The new curriculum emphasizes that the process of enabling students to acquire basic knowledge and skills should be the process of learning and forming correct values. Teachers should be good at thinking, planning and organizing innovative activities in teaching, guide students to actively participate in this activity, encourage students in the interaction between teachers and students, and make students develop the habit of independent, cooperative and inquiry learning.