Experimental Research On Students’ Autonomous Learning In Senior High School English Classroom Teaching

With the deepening and advancing of the new curriculum reform,how to adapt to the requirements of the new curriculum reform,how to conduct effective English classroom instruction under the guidance of new curriculum reform and how to give full play to students’ subjective initiative in classroom teaching to inspire independent learning is a issue faced by practitioners of English courses.The author conducted an experimental study on how to have autonomous learning in high school classroom teaching.Taking the Students-centered classroom teaching reform of NoY Middle School of Zhengzhou as the experimental background,this article analyzes related theories of autonomous learning,such as theory of constructivism,humanism,cognitive learning,and independent learning.It uses the English course teaching theory and the National English Curriculum Standards for general High School and uses domestic literature on autonomous learning for reference and take students in the first year of the researcher’s school as target students.On the basis of theoretical analysis,the author investigates the situation of high school students’ self-directed learning from the aspects of students’ autonomous learning awareness,the need for independent learning,the students’ autonomous learning ability,and the current status of independent teaching,from which the author analyzes existing problems and the ways to cultivate students’ ability to study independently.Besides,the author combines the long-term practice and thinking in ordinary high school English teaching and puts forward a complete set of teaching strategies,and conducted respectively in the experimental classes and in comparative classes.By comparing the academic performance of the students in experimental classes and in comparative classes before and after the experiment,combined with the normal performance and questionnaire of the students in experimental classes,we found that the students’ ability to find problems,analyze and solve problems,the ability to cooperate and communicate,the ability to express and learn autonomouslyhave significantly increased,and at the meantime improved the classroom effect.To sum up,the Students-centered English classroom teaching can not only improve students’ English performance,but also cultivate students’ ability of lifelong learning and promote the all-round development of students.