The leading role of teachers' and students' autonomous learning is a "big article", which can also be said to be a hot topic of concern in the educational circles at home and abroad. Quality education requires teachers to change students' traditional passive education status into active knowledge-seeking status. In teaching activities, teachers should not only impart knowledge to students, but also guide students to cultivate the ability to consciously seek and acquire knowledge. To this end, I choose to give full play to the subjectivity of students as the main body. This paper is just a few experiences in Chinese teaching at ordinary times. First, renew ideas and change roles. How to give full play to students' main role in classroom teaching? As a Chinese teacher, we must first have a sense of responsibility and sacredness, and break the sacred frame of "dignity as a teacher". Whether students can play the role of learning subject is closely related to the attitude of teachers. Ordinary students always like teachers who are always smiling, affable, humorous and tolerant, but reject those who are serious, narrow-minded, strict and sarcastic, so it is very important for teachers to update their concepts and change their roles. Most of students' learning is spent in the classroom, and "classroom teaching is the main channel". It is necessary to establish a people-oriented educational concept, establish a correct view of educational objects, straighten the relationship with students, put down airs, relax face, create a harmonious and integrated classroom atmosphere, face all students with a democratic and equal attitude, and stimulate their enthusiasm for learning with true feelings. Let the classroom become a big stage for students to perform, and the teacher only plays a guiding role. Pupils are curious and eager to learn. Whether they dare to ask, whether they want to ask or not depends on the success or failure of our teacher's teaching. The core of quality education put forward in the new era is that students use their brains and learn to learn in the process of active learning. Only by making students truly masters of learning can we gradually form a learning style of "independence, cooperation and inquiry", and all aspects of quality can be fully developed and become qualified talents needed by the times. Second, stimulate interest and cultivate confidence. Interest is the mother of learning. Without interest, you can't learn Chinese well. Because of interest, students will have positive emotions; In order to satisfy curiosity, students should see more, listen more and ask more questions, and their thinking is also activated. Teachers carefully design teaching to stimulate students' interest in learning, protect and stimulate students' interest in successful experience. Teachers should be good at finding suitable teaching entrance through various means to induce students' thirst for knowledge. 1. Create a situation to stimulate interest. As a Chinese teacher, under the guidance of new educational ideas, we should create a variety of teaching situations, and use situational introduction and heuristic dialogue introduction. Encourage students to take the initiative to participate and use external stimuli to stimulate students' direct interest in learning. For example, when teaching the text "Lushan Clouds", I used video and computer courseware to create a rapidly changing, colorful and mysterious scene of Lushan Clouds, accompanied by beautiful music, and showed it to students for appreciation. As soon as the class begins, students will be introduced into the realm of beauty, so that they will have unlimited curiosity and strong interest in the Lushan cloud, which is half a fairyland and half a beautiful world. In the process of learning the text, I use wonderful music to arouse students' experience of beauty, design various ingenious exercises and taste the meaning of beauty. Students actively use their brains, express their opinions when tasting the essence of the article and the beauty of Lushan cloud, actively communicate with teachers and argue with classmates, and the whole class is very active. Reading the text aloud is more cadence, vivid and colorful, and the language accumulation channel is natural, achieving the optimization effect. Practice has proved that the creation of various situations can mobilize students' emotions, activate students' thinking and promote students' strong desire to explore. Driven by self-confidence and self-awareness, they can master the initiative in learning, show their individuality, seek development and achieve success in a vast space and time. 2, hierarchical requirements, to stimulate confidence. Different students have different levels of knowledge. Therefore, when designing problems and assigning homework, we should take care of students' personality differences and different learning needs, and fully stimulate their inquiry consciousness and enterprising spirit. Especially for the learning obstacles of underachievers, teachers should do everything possible to actively guide them and help them tide over the difficulties. In class, it often happens that underachievers speak hesitatingly or inappropriately, which leads to classmates laughing and their self-esteem being hit hard. At this moment, motivation is particularly important. Teachers must not take the attitude of censure and exclusion, but should see the differences of students, respect their personalities, teach students in accordance with their aptitude and "encourage" them. Use the microscope and binoculars well, look at the bright spots of students with the microscope, and look at the potential of students with binoculars, that is, look at the underachievers from many angles with a developmental eye. Inspire and guide them to overcome appropriate difficulties and start to succeed. Teachers should give timely encouragement when students solve obstacles in their studies through their own efforts. For example, admiring eyes, kind words and direct praise make them feel proud and confident about themselves. After tasting the sweetness, they will consciously want to chew "sugar cane" again, resulting in a desire. Teachers should give timely guidance, create opportunities for students to express themselves, let students feel "I can do it" and "I am good at it", see the hope of success, and establish self-confidence to overcome difficulties. Learning will become a relaxed and pleasant thing and a conscious behavior of students. In class, I always design different levels of questions according to different levels of students, so that students can answer them and put forward different requirements for them. When assigning homework, we should implement "homework supermarket", that is, according to the key and difficult points of teaching, combined with students' reality, we should assign homework at different levels, so that students can choose freely and explore independently. For example, after learning the article Winter in Songfangxi, I designed my homework like this: 1. Read the text with emotion and extract beautiful sentences. 2. Memorize the text emotionally and write beautiful sentences silently. 3. Write a beautiful scene according to the text. These three levels of homework from easy to difficult, respectively, to adapt to different levels of students, thus helping to stimulate each student's interest in learning, cultivate students' confidence in learning, and achieved good results. Third, inspire questions and enlighten thinking. Questioning and questioning are important manifestations of students' autonomous learning. To optimize Chinese classroom structure and activate students' subjective consciousness, students must be encouraged to question and ask questions. Teachers should create a harmonious and unified classroom atmosphere and allow students to "interrupt", ask questions, argue and even put forward different views from teachers at any time. I used to think that this kind of interruption to students was "cleverness", "showing off", or even "overstepping teachers", "undermining classroom discipline and disrupting normal teaching order", and I often became angry from embarrassment and reprimanded irony. Doing so hurts students' self-esteem and self-confidence, not only stifles students' enthusiasm for learning and creativity in thinking, but also greatly reduces their prestige in the eyes of students. Students have questions and ask difficult questions, which is a valuable performance of serious thinking, independent learning and active exploration, and deserves teachers' enthusiastic encouragement and praise. Now I always welcome and encourage students to "interrupt" and ask all kinds of difficult questions at any time and give them a correct explanation. Example: While teaching the text "Jumping Fish" for Young Runners, a student suddenly asked me, "The jumping fish introduced in the text is really interesting. At high tide, many jumping fish just jump, all with frog-like feet. Teacher, I have never seen jumping fish. What is it like? " This sudden question knocked me down at once. At first, I was just dumbfounded and speechless. Later, I said frankly, "your question is very good, but the teacher has never seen this kind of fish." Who among our classmates has seen such a jumping fish? " The students were immediately interested in this problem, and they were well informed. Several students replied that this kind of fish is like a bouncing film on the market now, with two frog-like feet. Because I can correctly treat all kinds of difficult questions raised by students, which greatly stimulates students' enthusiasm for learning and creativity of thinking. Students dare to ask questions and put forward original opinions in Chinese class and gain the initiative in learning. In fact, it is impossible for a teacher to master all the knowledge, because the amount of knowledge is very large. After being "confused" by students, teachers should show "I don't know" honesty, dare to admit their own shortcomings, and never reprimand students for fear of dignity. At the same time, teachers should be open-minded and eager to learn, actively explore the answers to students' questions, and also let students leave the classroom with new question marks, guide them to learn independently, and encourage them to have original questions and questions. In this way, autonomous learning will be implemented, so that students can display their personality, master the basic knowledge and skills of Chinese actively, develop their intelligence and form good study habits.