The Application Of Self-autonomy Learning To Improving Senior Students' Reading Competence

With the advent of the era of life-long learning, cultivating students'autonomous learning competence has become a new demand in education. The new standard of curriculum stipulated by the Shanghai educational authorities has set new targets for the English language teaching in senior middle schools, namely to develop students'autonomous learning skills. The theoretical underpin of learning autonomy includes cognitive psychology, constructivism and meta-cognitive theory.The new standard of curriculum has also designated improving students'reading ability as an important teaching target. However, the enhancement of reading ability needs a lot of practice. During years of teaching practice, I have found that many students attach more importance to doing exam-oriented grammar exercises rather than improving their reading competence. In addition, the students lack effective reading strategies, which tends to discourage them and, consequently, reduces their interest in English reading.To solve the above problems, the writer suggests combining the theory with the actual practice concerning autonomous learning to foster students'reading ability, in particular. Therefore, the thesis is developed in the following structure:discussing the importance of learner autonomy in enhancing reading ability in the English language learning of the senior students, expatiating the theory of autonomous learning,investigating the conditions of senior students'autonomous learning and reading ability via a questionnaire,analyzing the feasibility of implementing learner autonomy to improving senior students'reading ability,illustrating some autonomous learning strategies applied to enhancing senior students'reading ability.embedding the sense of learner autonomy in the teachers so as to improve their teaching competence and enhancing the students'reading ability.