Junior Middle School Student Independent Classroom Model Practice And Research

The core of twenty-first Century international competition is the talent competition. Cultivate s tudents’ autonomous learning awareness, methods, abilities and habits is the core of implementing quality education. And it is one of the ways to cultivate talent. With the autonomous learning abil ity, no matter how knowledge cycle shortened and how science and technology change rapidly, wecan still use the self-learning ability to catch up with. Influenced by traditional education thought,traditional classroom teaching model is old and dull, but because of the traditional teaching modeseems to be easier to operate, the teacher is easy to teach, and the students just listen and reme mber.Then the attendant problem is that the classroom atmosphere is not active. The students are in a passive state, and lose their interest. So how to cultivate international competitors with innova tive consciousness and practical ability is an important issue faced by current education. Under thebig background of deeping education reform, to emancipate the mind, advance with the times, to break through the bondage of traditional teaching mode, to improve student’s innovation ability, qu estioning ability, cooperative study ability and autonomous learning ability, is the direction of curre nt curriculum reform. The development of students learning mode, reflects teacher’s leading role an d student’s main status, and it Is good for stimulating students’ active learning, discussion, inquisiti ve spirit and cooperation ability of solving problems. “Curriculum standards” points out “the stude nt is the subject of study and development”,(The people’s Republic of China Ministry of educatio n to formulate Ordinary high school geography curriculum standard(experimental draft) [M] Be ijing: Beijing Normal University press) It is obvious that in the actual teaching process, we shouldcultivate students’ independent learning ability, and we should base on the principle of student- pr omote student oriented, let the student participate in the teaching process, to obtain new knowledg e independently, and independent comprehensive development. Therefore, teachers must change the idea as soon as possible, change their ways, change the situation of teachers teach actively and le arn passively. For some time, teachers should fully believe our students, give them active learning rights,let students learn by themselves, explore by themselves, and practice by themselves, so we can stimulate students’ potential abilities. Teachers do a good job in the role of organizer and gui de. Students learn on their own in the class, teachers can pass the part that students have known well. Besides, teachers can carry out individual guidance.Through information consulting, experimental research, questionnaires, individual interviews and other methods, the author applies a comparative study in four dimensions: time dimension(before class, in class, after class), gender dimension(boys and girls), quality dimension(honors, secondary students and learning difficulty students), as well as the contrast between experimental class and the control class. According to the results, the author proposes a self-learning mode in seventh grade geography learning: ① Pre-class preparation(topic-choosing, information-collecting, PPT-making) ② Classroom presentation(Students interaction, teacher-student interaction) ③ After school improvement(self-summary, interests extension). This study aims to explore ways of effective cultivating of autonomous learning ability of seventh grade students’ geography learning, and to lay the foundation for sustainable development of the students.