在基于儿童立场的“让学引思”教学实践研究中,我发现自主学习单是引领学生进行“自主学习、合作探究”的一个优秀载体,它可以引导学生在新颖的学习环境中,进行目标明确、有序可循的个性化学习。在日常教学中,我依照学习时间将自主学习单分成三个板块,即课前引导主动学、课上引领互动学、课后引发灵动学。一、课前引导主动学——自主探究明确目标从心理学角度来看,“先学”彰显了学习主体的角色,尊重学生 In the research of teaching practice based on children’s position, I found that independent learning is an excellent carrier that guides students to “self-study and cooperative inquiry”, which can guide students in a novel learning environment In a clear, orderly personalized learning. In daily teaching, I divided the autonomous learning into three sections according to the learning time, that is, leading active learning before class, leading interactive learning in class and triggering psychomotion after class. First, lead the initiative before class - self-exploration clear goals From a psychological point of view, “learning” highlights the role of learning subjects, respect for students