Second, study the characteristic classroom teaching mode In order to realize the expected goal of enriching and developing disciplines with teaching practice and provide educational resources and strong support for the construction of teaching characteristics, we actively integrate the ways and general processes of effectively implementing the cultivation of independent cooperative inquiry ability in all teaching links, and construct the framework of independent cooperative inquiry classroom teaching mode of "inspiring → independent creation → cooperative interaction → guiding and dispelling doubts → transferring practice". 1, with the help of information technology, introduce exciting interests and create scenes. In multimedia classroom teaching, pictures, texts, sounds and images are organically combined, so that the abstract connotation is transformed into a form of scene blending and illustration, which mobilizes students' vision, hearing, perception and understanding, creating a new interactive space for Chinese teaching, as if they were there, seeing people, hearing their voices and seeing their shapes. For example, downloading a large number of pictures of animal and plant fossils and Jurassic pictures can turn abstract language into visual perception of images and greatly improve students' understanding and mastery of the text. These vivid scenes can not only activate students' learning potential and thinking, but also cultivate and enhance students' personal sentiment, cultivate students' experience of truth, goodness and beauty, and shape their independent personality. This is undoubtedly a great improvement. 2. Independent creation of electronic reading rooms and online classrooms for students to surf the Internet, and independent online learning according to their own preferences and teachers' requirements. For example, in the "Four Ones" activity competition held by two information classes in Grade One, the textbook is taken as an example to imitate learning and innovate. The whole competition strongly advocated a slogan: "Read carefully like a scholar, write creatively like an author, write correctly like a calligrapher, and use flexibly like an engineer ...", which strengthened the cultivation of independence and increased the sense of achievement in learning. For example, in the process of creating an "inspirational motto" electronic tag and a fable, students first search and learn the inspirational aphorisms of famous and great people online, then learn Aesop's fables online, and then use their brains to create their own inspirational aphorisms and fables with exquisite words and illustrations. The effect is very good. 3. In the process of cooperative and interactive learning, we advocate "teacher-student cooperation and interaction" and "student-student cooperation and interaction". The purpose is to debate with each other, inspire each other, work together, learn from each other's strong points and collide with each other's ideas based on the multimedia teaching environment and online resources. Shallow to shallow, deep to deep. Usually, when studying in groups, there will be a challenge competition between groups, thus enhancing the sense of competition and collectivism honor. For example, if you teach four fables-the mosquito and the lion, Hermes and the sculptor, the wise son suspects his neighbor, and a blessing in disguise, you can watch VCD films of these fables on the Internet immediately, and watch pictures to imitate the characters for a story-telling contest. Another example is the download of 10 cartoon pictures of the emperor's new clothes, which attracted bursts of laughter from students. After matching these comic pictures with emotional music, the students were asked to retell the story in groups. This effect is of course indescribable. This has not only changed the inherent form that many Chinese teachers only use tape recorders to play demonstration reading recordings, but also actively worked hard to strengthen the training of "speaking" ability in the cultivation of listening, speaking, reading and writing ability in Chinese teaching, so as to "promote students to want to speak and teach students to speak". 4. The process of questioning and solving doubts is based on question-and-answer thinking. Students learn first, explore first, teachers talk later, and then help, organically combining teachers' guidance with students' exploration, thus solving problems. Enable students to learn new knowledge, develop intelligence and cultivate ability. For example, when teaching "two poems", students are required to read, feel and explore for the first time: what did this poem write? Read it by yourself for the second time and explore your feelings: what emotions are expressed? Read for the third time and explore feelings: What are the benefits of expressing feelings with paper boats and golden flowers? Every time I read a book by myself, the teacher is not in a hurry to let the students answer, but gives them enough time to read and explore. Some students are not ideal in exploration and thinking. The teacher asked the students to read it several times, sometimes silently, sometimes grasping the key plot and reading together to demonstrate reading. Because the time for students to study and explore independently is fully guaranteed, many students have something to say in the exchange report, and even students who don't talk much at ordinary times often ask some questions, which has achieved good results. This kind of guidance solves the problem that students are unconscious or superficial in independent inquiry, enables students to find themselves in the classroom, develops their personality, and fully mobilizes the enthusiasm of independent inquiry learning. Teachers discover and affirm the achievements and gains of students' inquiry in time, and gradually eliminate some students' sense of obedience, inferiority and inferiority. It's just an example to transfer the knowledge from the exercise book, and learning more knowledge is the purpose of our Chinese teaching. Therefore, we pay special attention to students' transfer reading ability and practical ability in Chinese class. For example, some students are good at word processing, some students are good at painting, and some students are good at making web pages. For example, according to the actual situation of the experimental class, the following "one more activity competition" was carried out step by step: (1) Design an "inspirational motto" e-book signing competition; Design an electronic handwritten newspaper competition with free proposition; Create an electronic fable; Design an advertisement with the theme of caring for our mother river; ..... Through these learning activities, not only the students' learning enthusiasm is mobilized, but also their intelligence is brought into play. More importantly, in the process of learning competition, the flexible use of Chinese knowledge has cultivated students' good qualities of fair competition, modesty, eagerness to learn, helpfulness, novelty and exquisiteness, and self-transcendence. When we build such a model, we don't mean that we must talk about what first, then what and how in class. All the links mentioned in the model are complementary, not independent individuals. Only by grasping flexibly in teaching practice can teaching be colorful.
Third, explore valuable classroom teaching strategies. In the "Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft)", it is proposed to actively advocate independent, cooperative and inquiry learning methods. The determination of teaching content, the choice of teaching methods and the design of evaluation methods will all contribute to the formation of this learning method. Based on this, we study the choice of optimizing teaching strategies in the experiment and explore the conventional and feasible optimization methods of teaching strategies. For example, the teaching strategy optimization method of the composition "Difficult National Games and Heroic Citizens" is: "Understand the author and background after reading; Second reading, grasp the tone and read aloud with emotion; The third reading clarifies the key points and combs the structure; Fourth, read the taste words and dig the connotation; Read the main idea for the fifth time and grasp the center; The sixth reading combines reality and raises awareness. " The so-called "reading a book a hundred times, its meaning is self-evident", in which "group reading", "collective reading", "listening to reading" and "appreciating rivers and mountains" are selected, accompanied by media information such as "text, sound, painting and image", and the teaching effect is good. For example, the teaching strategies for the fables Hermes and the Statue Maker and Mosquito and the Lion are: 1. Enthusiastic introduction of pictures; 2. Introduce the selected works; 3. Speed perception content; 4. Summarize the gist of the fable; 5. Study and analyze the difficulties; 6. Summarize the stylistic features; 7. The fable of oral innovation; 8. Optional reading after class. Judging from the requirements of the new Chinese curriculum standards, how to better improve students' listening, speaking, reading and writing ability is the goal that must be grasped in the choice of Chinese teaching strategies. For example, the optimized teaching strategy of the poem Market in the Sky is: 1. Look at the cartoon "Starry Sky"-the words arouse interest and quote poems (listen); 2. Look at the lights and read aloud with music-grasp the tone and read aloud emotionally (read aloud); 3. Look at the relevant pictures of "Guo Moruo"-understand the author and understand the background (say); 4. Find the folklore "Cowherd and Weaver Girl" online-retell the story and understand the theme (say and read); 5. Watch the picture of "Cowherd and Weaver Girl" and read it with the music-taste the characteristics and reproduce the artistic conception (speaking and reading). Fourthly, the phased results of the research have gone through three research stages: preparation, trial operation and sustainable development through nearly two years of experiments. The experimental class has been expanded from the initial 1 Chinese teaching class to all Chinese teaching classes in senior one. Through mutual learning between teachers and students, combining literature, writing and being a man skillfully, students' consciousness of subject, innovation and cooperation in learning Chinese is obviously enhanced. At the beginning of this semester, the school was equipped with nearly 30 high-profile new computers. Under the perfect network environment, students' enthusiasm for learning is increasing day by day. Some of the works created by students have the function of teaching demonstration, such as making PPT advertising slogans of "Defending our mother river-Yellow River" and electronic inspirational aphorisms. Teachers participating in research experiments are sincere, united, cooperative and interactive. It is our common goal to continue to explore the scientific teaching mode of independent, cooperative and inquiry learning Chinese, and to continue to study the relevant Chinese optimization teaching strategies. The Chinese open classes held by our school for many times have been well received by the municipal teaching and research section and other brother schools. Among them, the young teachers who participated in the experiment in our school won the first prize in the "three new" quality class competition and teaching plan evaluation held by the municipal teaching and research office. The teachers who participated in the project experiment wrote many teaching and education papers, one of which won the first and second prizes at the municipal level. There are also many works published or awarded by students who have been tutored.
Through research and practice, although we have made a lot of achievements, with the deepening of research and the comprehensive promotion of new curriculum reform, we find that there are still many shortcomings in real classroom teaching. Therefore, we put forward five key points for the next stage of research: 1 to further improve the quality of research results and the level of new curriculum implementation, further lead the change of teachers' teaching concepts, fully encourage them to consciously and creatively participate in the reform of "autonomy, cooperation and inquiry" learning methods, and effectively implement the "three-dimensional" goal of classroom teaching based on this. 2, based on "autonomy", pay special attention to and cultivate students' good learning style and emotional attitude, and effectively improve the ability of autonomous learning and autonomous acquisition. 3. We should constantly change the way of "cooperation" to make students more interested in learning and enjoy the happiness of cooperation with others in their studies. 3. We should actively adjust the strategy of "guiding inquiry", activate students' thinking, and strive to achieve the ideal state of students exploring in doubt, discovering in inquiry and generating in discovery, so as to cultivate real vitality.