On Developing Students' Autonomous Learning In English Reading Class At Senior High School

Autonomous learning emphasizes that the learner should manage their own learning, develop learning plans actively, form learning strategies, and perform self-evaluation, which results in high study efficiency. Autonomous-learning classes can improve the passive situation of students in traditional teaching and improve classroom efficiency. The teaching of English reading is an important part of English teaching, and occupies a large proportion of the English exam in the NMET. Therefore, how to use scientific and effective approaches to teach reading has become a general concern of English teachers. Though domestic and foreign experts and scholars have conducted a lot of research on the teaching of English reading, as a high school English teacher, I'm always looking for more effective theoretical guidance and methods of operation in practical teaching performances. The overall objective of high school English curriculum is to enable the students, who have accomplished compulsory education, to further clarify the purpose of English learning, develop autonomous and cooperative learning skills, form effective English language learning strategies and gradually develop comprehensive language proficiency. Therefore, modern English language teaching should highlight the student-centered classroom and help students improve their autonomous-learning ability.This thesis focuses on the researches on autonomous learning in high school English reading classes in order to realize the central position of the students, arouse the initiative and enthusiasm of the students and increase the participation of their class performance to improve the efficiency of English reading teaching. This thesis analyses the problems in English reading classes at senior high school, which result from the low autonomous-learning ability of the students. However, in modern English teaching, the position of students should be central, while the teachers' job is to encourage, to inspire, to guide, to help, to monitor, to participate, to feedback and to evaluate. Thus, the author takes autonomous-learning as a breakthrough, and actively explores the countermeasures.However, how to effectively carry out autonomous learning is an issue worth considering and exploring. If operated improperly, the research may not produce the desired effect, but rather reduce the efficiency of classroom teaching and waste time. How to take all the factors into account and explore a set of effective methods provokes thinking. Faced with the new curriculum reform, the writer's work place (No.1 senior high school of WEDZ) also strives to explore ways to build classrooms of high efficiency. As a result, teachers of the school are organized in groups to visit the pioneer and successful model of the new curriculum reform-the No.2 senior high school of Changle-to study. The methods of the No.2 senior high school of Changle have given the writer great inspirations and help. Combining the methods of the No.2 senior high school of Changle and the actual situation of the writer's own school, the writer tries to put the student autonomous learning mode into English classes. Taking English reading classes for example, through observations and research the writer finds that by enjoying autonomous learning, the students'initiative and central position is no longer unavailable; teaching effectiveness has been greatly improved; more importantly, students get to know how to learn.This thesis consists of five chapters. The first chapter is the introduction, which expounds the importance of English reading and highlights the problems in reading classes. With the new curriculum reform deepening, how to solve the problems and create effective classroom has become a thought-provoking question. Then, autonomous learning is proposed and its effectiveness and the effect of greatly improving classroom teaching are expected to be demonstrated through teaching practice and analysis.In the second chapter, the author defines the definition of reading comprehension and lists the common patterns of reading, and then expounds the understanding of the related theories of the teaching of reading at home and abroad, such as:the schema theory and discourse analysis, which lead to the research on autonomous learning and its research status. I think teachers should promote the students to learn autonomously and provide students with appropriate teaching support and conditions to improve the efficiency of English learning.In the third chapter, through the Survey of the autonomous learning condition in English reading classes among high school students, it reflects the problems of English reading in high school from several aspects:language knowledge and skills, learning strategies, emotional attitudes and cultural awareness, which result from lack of autonomic efforts. As a result, autonomous learning is put forward to solve the problems.The fourth chapter focuses on the writer's practice of autonomous learning classes. With the proposal of autonomous learning in mind, effective ways to put it into practice is desperately needed. The teaching system of No.2 senior high school of Changle is a great inspiration to the author, who then develops the principles and designs of autonomous learning in high school English reading classes and proves its validity and effectiveness with classroom examples.In the fifth chapter, the author analyses the enlightenment and insignificance of autonomous learning and tries to find ways to improve them.