The Research On Optimizing English Self-direct Learning Ability Of The Students In Guidance Class For Self-taught Examination

The research of Andragogy covers Self-taught Examination.The general universities set up majors for self-taught examination to bring the system of social guidance system into full-time schooling administration which is the combination of social guidance class and individual study.As the compulsory subject for all self-taught examination majors,English plays a vital role in students' daily study and career in the future.This research kept an close eye on the optimization of English learning ability of students in guidance class for self-taught examination,combining the crucial principle,Self-direct Learning,in Andragogy field,by method of doing experiment and quantitative research,aiming at exploring the English studying principle and practice for students in guidance class for self-taught examination,providing support to students of other kinds of different levels to study English.This research started from two hypotheses:1,the English self-direct learning ability in guidance class for self-taught examination positively correlated to the English scores;2,the optimizing measures positively correlated to the English self-direct learning ability and English scores.The quantitative research was adopted while the qualitative research was the main means in this research which Guglielmino's SDLRS(revised) questionnaire was chosen to survey two guidance classes for self-taught examination of School of Continuing Education of Xi'an Political Academy(45students in experimental class and 43 in comparative class).The result proved the first hypothesis.According to students' learning situation,the measures for optimizing the self-direct learning ability were taken, such as teacher reduced the teaching contents to focus on the speech of Self-direct Learning principle,signing English learning contract,daily supervision and team study.On the latter part of research,the second survey was done to prove the second hypothesis.The key conclusions drawn from the previous and latter investigations were as follows:First,generally speaking,the students' learning habits were not satisfying.Students' English self-direct learning ability was kept on a low level.The mean of subscales,loving to learn, independent learning,learning with motivation,learning for creation,voluntary learning and effective learning,separately ranked from high to low.Second,the students who had good learning habit had stronger English self-direct learning abilities.Thirdly,learning motivation and temperament types made effect on students' English study.Fourth,the English self-direct learning ability positively correlated to the English scores.Fifth,all four measures could help improve the English self-direct learning ability and score,and the effect power from top to bottom were signing English learning contract,daily supervision,team-work study and principle explanation.After the optimization,compared with the previous data,students' English self-direct learning ability and average scores were improved.The mean of self-direct learning ability had risen from low level to middle minus level.The mean of effective learning increased most,and the ranking of voluntary learning was enhanced most.Sixth,students reacted differently to optimizing measures.There was a distinct difference between the students who were underachieving and average students or outstanding ones.That means the four measures didn't make effect on underachieving students, while the average ones and outstanding students were influenced by measures effectively and got better scores.According to experimental results and author's daily educational experience,speeches, team-work division,resource employed and teacher's training were put forward as proposals in this research.