An Empirical Study Of Senior One Students' Physics Autonomous Learning

In today's era of the rapid development of the knowledge about science and technology, schools couldn't teach the knowledge which needed by the people in their whole life, learning has become a lifelong needs and process. In school, students not only learn the existing knowledge, what's more important is to learn how to learn. In senior school, promoting innovation of students' way of learning and training students learn how to learn has become the urgent requirement of the effective implementation of the new curriculum. It is also the need for all-round development of students. It is learner autonomy that one of the ways of learning is pursued by the new curriculum reform. As one of the objectives of senior school physics teaching, promoting learner autonomy is listed in Ordinary senior school physics curriculum standards(for Trial Implementation )By means of surveys and interviews, this thesis investigates the senior one student in order to understand their existing level of physics autonomous learning, and explore how to foster students to improve it. Surveys and interviews involving seven areas: learning motivation, learning content, learning time, learning method, learning process, learning outcomes and learning environment. The results showed that senior one students' physics autonomous learning as a whole is low. As for general learning methods, students master it better. The autonomy of the learning time, learning content and self-reinforcing is relatively high. Yet, their lack learning initiative, self-confidence, organization strategies of learning and comprehension strategies of learning, in particular, the ability to learning self-control is lower. Senior one students' physics autonomous learning is difference in different schools. However, there is no significant difference between male and female students' physics autonomous learning at the overall level.On the basis of surveys and interviews, case studies and teaching experiment have been conducted to foster senior one students' physics autonomous learning. A variety of strategies have been used in the experimental study, such as guide learning by conversation, using self-question-table for metacognition training in the process of physics learning, using self-monitoring table while learning physics,distributing leaflets about learning strategies and guiding them to apply learning strategies etc. The results showed that students' learning motivation increased, students' ability to regulate and control study enhanced, students' learning strategies enriched, and students' achievement increased obviously.In view of the results, the thesis suggests several ways to promote senior one students' physics autonomous learning, and points out the inadequacy in the study and the improvement for further study in the field of physics autonomous learning.