In the process of reading teaching, teachers' appreciative and inspiring evaluation language can not only stimulate students' active learning and have a strong interest in the text, but also exchange feelings between teachers and students, create a relaxed and harmonious learning atmosphere and cultivate students' confidence in independent inquiry. For example, in reading teaching, I attach great importance to the evaluation of students' reading aloud, instead of using general evaluation terms such as reading well and very well, but reading with emotion according to the actual level of students and expressing the author's mood to evaluate students' reading aloud. Accurate pronunciation, no missing words. I use encouragement, guidance, guidance and inspiration to evaluate students' answers to questions. When students' answers are incorrect or not completely correct, I dare to express my views positively, but my thinking needs to change. Getting this question half right is also a contribution. On second thought, the teacher is sure that you will figure it out. In addition, I also pay special attention to encouraging students with learning difficulties to take the initiative to speak, and don't ask too much about the quality of their speeches. In this way, the evaluation will make students feel sincere and pertinent, and then have the psychological impulse to take the initiative to seek knowledge, and enter the study with a good attitude, which will naturally cultivate students' confidence in independent inquiry.

Second, pay attention to the infiltration of life, introduce it skillfully in time, and teach students the method of independent inquiry. Students are the masters of learning, and inquiry learning advocates allowing students to explore independently, rather than letting themselves go. Teachers should skillfully use cameras to guide and guide students, and teach students the method of independent inquiry in teaching.

There are often some seemingly contradictory but actually reasonable places in junior middle school Chinese textbooks. Guiding students to question boldly around contradictions is one of the ways to find the breakthrough point. Thinking set is also a potential obstacle to the formation of students' innovative ability. In inquiry learning, students should be guided to dig fixed thinking points in textbooks and think reversely. Third, pay attention to creating problem situations and ignite students' enthusiasm for independent inquiry.

In Chinese teaching, teachers should be good at creating concrete and vivid teaching situations, opening the floodgates of students' thinking, stimulating their enthusiasm and interest in actively exploring knowledge, and forming a powerful driving force for independent inquiry. The so-called situation means that teachers create and create a pleasant, democratic and harmonious classroom teaching atmosphere in classroom teaching, use various methods and means to mobilize students' enthusiasm, start students' internal drive, ignite students' interest in learning, and let every student learn actively, actively and independently.

1. Create problem situations in teaching to stimulate students' desire to explore independently.

As the ancients said, learning begins with thinking, and thinking begins with doubt. Doubt is the fire that ignites students' thinking and exploration. Students' thinking often begins with problems, and only when there are problems can they explore and actively explore can they create. Problem situation is the driving force for students to construct a good cognitive structure and an important measure to guide students to learn independently. In teaching, teachers should create vivid and interesting question situations according to students' age characteristics, knowledge and experience, cognitive rules and other factors, so that students can have questions and stimulate their interest and desire for independent inquiry.

2. Create suspense situations in teaching and form the motivation for students to explore independently.

If the question is the material of inquiry, then suspense is the motive force of inquiry. Teachers should not only ask questions for students to think about, but also create suspense situations, so that students can put themselves in their own shoes and ask questions actively, thus generating the demand for independent inquiry. When introducing new knowledge, if teachers can properly set suspense, they can quickly stimulate students' desire to explore knowledge. For example, when teaching the lesson "Fish is upstream of paper", the teacher asked: Fish always swims in the water, how can it be upstream of paper? It is easy to stimulate students' curiosity and enter the active learning state. Setting questions and suspense in this way not only creates problem situations, but also guides students' thinking, which makes students' thinking in an exciting state, greatly arouses students' interest in learning and mobilizes their enthusiasm for autonomous learning. Students' enthusiasm for learning will be high.

Fourth, pay attention to the interaction between teachers and students, activate students' thinking of independent inquiry and create the happiness of inquiry.

Doubt is the driving force of thinking and the key to discovery. Junior high school students are eager to learn, and they will constantly encounter problems of one kind or another in the process of free inquiry. The solution of this kind of problem will directly affect students' understanding of the nature of the problem and the establishment of a new knowledge structure, while innovative problems are the internal motivation of students' exploration and the embodiment of their knowledge level. Therefore, teachers should take questioning and resolving doubts as an important part of the teaching process to encourage and induce students to think positively.

Fifth, pay attention to encouraging evaluation and cultivate students' confidence in independent inquiry.