English Reading Autonomous Learning Ability Of Rural Junior High School Students: Measurement, Evaluation And Suggestion

The compulsory education English curriculum embodies the unity of instrumental and humanistic nature.It not only takes on the task of training students’ basic English literacy and developing their thinking ability,but also takes on the task of improving students’ comprehensive humanistic literacy.How to enable students to learn,form innovative awareness,guide students to think initiative,ask actively and explore independently,and cultivate students’ autonomous learning ability is an inevitable choice to improve teaching efficiency and quality.By using the methods of literature study,questionnaire and interview,this paper studies the autonomous learning of English reading in the representative township junior middle schools in XX County,Henan province,and analyzes the restrictive factors,puts forward some corresponding suggestions and countermeasures.The results are as follows: due to the pressure of further education,the English teaching in the surveyed township junior middle schools still adopting the traditional cramming teaching method,using scores as the only evaluation method,which is difficult to mobilize students’ subjective initiative and learning enthusiasm,deviating from the essence of education.Most students don’t have the appropriate learning resources,goals and plans,and can’t master the correct learning methods and strategies.After a period of study,students also pay too much attention to test scores,and fail to reflect and evaluate their learning process or knowledge acquisition.Most students’ ability of autonomous learning in English reading needs to be improved.In order to explore the influencing factors of English reading autonomy of middle school students in villages and towns,the present study finds that:at the school level,there are few opportunities for English communicating and using and there is a shortage of English reading resources.At the teacher level,The comprehensive quality of teachers needs to be improved,the setting of teaching objectives is biased,and the classroom teaching and evaluation methods need to be improved.The main factors that restrict the development of junior middle school students’ autonomous learning ability in English reading are students’ lack of correct learning motivation,lack of reasonable learning goals and plans,lack of proper learning strategies,and lack of necessary self-evaluation and self-reflection.In order to improve and cultivate the ability of autonomous learning in English reading of junior middle school students in towns and villages,the school can provide a good environment and resources by creating a good learning and application environment,actively developing English reading learning resources and developing colorful extracurricular activities.Teachers can actively guide and help students to develop autonomous learning of English reading from the perspectives of their own comprehensive quality,teaching objectives,classroom teaching activities,guiding students at different levels and diversified teaching evaluation methods;For the students themselves,they should set up the correct learning motivation,form the habit of making reading goals and plans,master the correct learning strategies and carry out self-evaluation.Through the joint efforts of schools,teachers and students,students’ autonomous learning ability in English reading will be improved and cultivated.