An Empirical Research On The Cultivation Of Autonomous Learning Ability In English Reading Teaching In Senior High School

Because of the promotion of lifelong learning in the 21 st century,in order to meet the new requirements of education for social development,countries all over the world have been implementing educational reforms,and autonomous learning has become a worldwide theme in the field of education nowadays.The New Curriculum Standards proposes higher requirements for the English teaching in senior high school,and at the same time,it also puts forward certain requirements for students’ autonomous learning ability.Reading is very important in the English learning,and in the college entrance examination,the part of reading comprehension takes a considerable proportion.Therefore,it is vital to develop students’ autonomous learning ability in English reading teaching.The research is based on theories of humanism and constructivism,and adopts four methods of educational research,which are literature review method,questionnaire survey method,educational experiment method and interview method.The research takes the Grade two English reading class in senior high school as the carrier,aims to use the teaching model of autonomous learning to cultivate students’ autonomous learning ability,stimulate students’ learning motivation to English reading,make students’ learning attitude change from passive to active,and improve students’ autonomy in English reading,so as to make up for the shortcoming of traditional English reading teaching and improve students’ reading ability and reading effect,to optimize English classroom teaching and promote the development of English teaching.The main issues researched in this thesis are as follows: 1)Before and after the experiment,what changes have taken place in the experimental class students ’autonomous learning ability? 2)In the reading teaching,through cultivating students’ autonomous learning ability,has students’ reading effect improved and what impact has it made on students?In order to explore these questions,the research takes the 100 students in Grade two of Ronghe Senior High School in Yun Cheng City,Shanxi Province as the research subjects to conduct a four-month comparative experiment.It includes an experimental class and a control class.The experimental processes are as follows: before the experiment,according to the scores of English reading comprehension of final exam in Grade one,the author chooses two parallel class(Class 5 and Class 6,the Class 5 is the control class,while the Class 6 is the experimental class),and takes the scores as the English reading pretest results.At the same time,the author uses the questionnaire about measurement scale of the high school students’ autonomous learning ability in English reading to conduct the survey in the two classes,and interviews individual students after the survey,so as to understand the current situation of senior high school students’ autonomous learning ability in English reading.Then the author conducts the teaching experiment.During the process of experiment,the experimental class adopts the teaching model of autonomous learning for reading lessons,combining classroom reading teaching with students’ extracurricular autonomous reading.And for the extracurricular autonomous reading,the author combines two teaching ways: designated reading tasks and no designated reading tasks.While in the control class,the author adopts the traditional teaching method for English reading teaching.After the teaching experiment,the author again conducts a questionnaire survey in the experimental class to understand whether students’ autonomous learning ability has changed in the experimental class.In addition,the author again conducts an English reading test on 100 students in the experimental class and the control class,and takes the scores as the English reading post-test results.Finally,the author conducts the data collection and analysis.The data collected in the experiment are analyzed by SPSS22.0 software.The pretest and post-test results of the questionnaire show that after the experiment,the students’ autonomous learning ability in the experimental class has improved significantly compared with before the experiment.And the pretest and post-test results of the English reading show that the reading effect of the experimental class students is significantly improved compared with the control class.Therefore,this research shows that in English reading teaching,teachers adopt the teaching mode of autonomous learning to teach reading,which can not only improve students’ autonomous reading ability,but also effectively improve students’ English reading level.