(2)鼓励质疑创新观点——鼓励学生提出自己的问题，敢于挑战权威，提出创新观点。在教学“Thomas Edison”一课时，一位学生提出与众不同的问题：“Young Tom was in school for only three months . Then he was sent away from school. But if he went on studying in school, what will happen?
(3)催化迁移不断求新——教师不应该等待学生旧知识技能向新的迁移，或者任其自然。催化迁移才能促进新知识的产生和新行为的形成。例如，学生学习定语从句一段时间以后，我就利用现有教材或随时补充，进行点拨，引导学生掌握the thing which he said...,the book he bought...,the disease which the soldier was suffering from...等结构，并把这种旧的认知结构运用到what从句中去，逐步形成识别、发展和组合what从句的技能，对他们今后独立学习有较大的帮助。再如，我写了一首押韵小诗，介绍给学生，目的是催化day /dei/对ay, ai读音的迁移并创造性地用于今后对新单词的朗读中。小诗如下：
Today is my birthday,
It is not a weekday,
It is a fine day in May,
What a beautiful day,
Let's go out and play,
I have every day like today.
(4)发散思维提倡多变——培养学生从多方面思考寻求变异，以达到扩展和深化的目的。在课堂活动中，我鼓励学生用不同方式表达意义。其中，句型转换是一种激发学生发散思维的好形式。每当这时，我总是鼓励学生尽可能多地参加实践，想出尽可能多的转换形式。例如，I have some difficulty in pronouncing these words.可以转换成：
a. I can't pronounce these words easily.
b. I have some trouble in pronouncing these words.
C .It is difficult/hard for me to pronounce these words.
d. I find it difficult to pronounce these words.
e. I find it not easy to pronounce these words.
f. The pronunciation of these words is difficult, I think.
g. The pronunciation of these words seems to be difficult to me.
h. It seems to me that these words are difficult to pronounce.
在句型转换的基础上，我再进一步要求学生选用这些有用的形式说一段话或写一段话，进行不同的表达练习。虽然不能说这种活动方式能全面提高创新能力，但可以用来激发发散思维。
总之，在英语课堂教学中，我积极培养元认知能力,增强学生的探究意识。培训学习策略，改善学生的学习方法。学好基础知识，培养学生的基本技能。培养创新个性，提高学生的创新能力。通过长期的深入实践，使学生自主学习的能力和迁移创新的能力大有提高，大面积提高了教学质量。
英语课堂教学中要回归学生主体
小学英语教学中实施自主教育初探