| To improve the learning capacity of each member in the society is the key to realize the life-long education and establish a learning society. And among which self-directed learning capacity is the most important. College students are the main force of the future society. Therefore, training and improving their self-directed learning capacity is not only the base for enhancing the quality of higher education, but also crucial for social sustainable development. However, the researches on self-regulated learning in our country mainly focus on the fields of k-12 education and the aspects of self-monitor and self-regulation. As to the level of self-direct learning, few researches have been done. Researches on self-regulated learning shifting to self-directed learning are reasonable. And it is an important step in quality education of undergraduates in our country.The author has participated in and trailed after the learning and teaching activities of the course learning theories in Grade 2002 of South China Normal University. Taking qualitative research as the main method, the author observed and analyzed the behaviors of teachers and students in workshops and their talks on BBS. The students' reflection logs and their reviews at the end of the term were analyzed too. Some students were interviewed. Based on these jobs, the author describes, analyzes, and summarizes the changes on students' behaviors in two orientations. The vertical one is divided into three phases: low self-direction, intermediate self-direction and high self-direction. The horizontal one comprises six elements: self analyzing, learning objectives definition, learning contents definition, learning environments establishment, learning strategies & methods selection and application, and self reflection and evaluation. In hope of giving some advice on how to improve college students' self-directed learning capacities and on how to help students to learn by self-direction in higher education, the author finally elaborates a phase-element table, which expresses the characterizations of college students' self-directed learning behaviors and the relative changes of teachers' role. At the same time, the author surveyed and analyzed the changes of students' behaviors and attitudes before and after the term through questionnaires. Using content analysis as a research method to inquire into students' learning homepages and term reviews, the author gives a comprehensive view about the effects of self-directed learning and the characterization of these learning behaviors. A student is selected as a case in this research. The author analyzed the changes in his behaviors, attitudes and feelings throughout the entire course.According to the author's research, students' self-directed learning capacities characterized by spiral and phased development. When teachers' expectation and students' self-directed learning capacities do not match to a certain extent, some problems will arise. Teachers' direction and help in proper time will urge students to solve these problems and realize their phased development. This unmatched strategy is one of the effective methods to help students develop from low self-direction to high self-direction. If students are given the chance to learn by self-direction, their enthusiasm and interest are inspired. They can be more effectively self-directed, and they will be more responsible about their own learning. The relationship between students and teachers changed. The role of teachers will shift from controller to guider and advisor. Do remember that students can not become regulated immediately if teachers leave them alone. To be self-regulated is a gradual process. The network provides a convenient environment for the communication between students and teachers. Students can use it to record, reflect and evaluate their own learning process. It can facilitate accessing to and managing learning resources and is a necessity for self-directed learning...
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