The Study Of The Autonomous-English-Learning Mode For High School Students Under The New Curriculum Standards

At present, the new curriculum standards of the high school require that the focus of the English teaching should be shifted from the instruction of English language knowledge to the development of the students' abilities, with a special emphasis on fostering students' self-learning ability and lifelong capacity-building. However, most of the research on the self-learning modes is directed to students at the university stage, with little attention paid to high school students.Based on the survey of the theoretical foundation and the related empirical study, this paper researches on the autonomous-English-learning mode for high school students. Relative theories are adopted as the theoretical foundation, such as cognitive psychology, constructivism theory, and humanistic learning theory. The author discusses both the internal and external factors affecting the autonomous-English-learning. On this basis, further issues on how to construct the autonomous-English-learning mode have been put forward, including the discussion of the following ones: general principles, the conditions of implementation, the theoretical basis and the principles, the relationship between the mode and the class teaching, the cultivation of the students' autonomous-learning ability and their self-development, teachers' role and the assistant influence of modern multimedia technology, evaluation principles and procedures. Then the author has carried out educational experiment, quantitative observation, questionnaire survey, interview survey, and educational experiment to draw conclusions.The paper is divided into the following main parts:The first part is about the theoretical basis for autonomous-learning and related research of autonomous-English-learning of high school, including the introduction of the concept of autonomous learning and its characteristics, the theoretical basis, and the present condition of the study on the autonomous learning mode.The second part is about the construction of autonomous-English-learning mode for high school students, which includes the demonstration of some basic problem related to the construction of the mode, such as the cultivation of the students' autonomous-learning ability and their self-development, the general principles, the conditions of the implementation, and the procedures, and so on.The third part is about the investigation and analysis of the autonomous English-learning mode. The author has selected two classes of grade one in Shanghai Zhengzhong High School to carry out the educational experiments, the duration of which lasted about one year, from September, 2007 to June, 2008. By means of educational measurement, quantitative observation, questionnaire survey, interview survey, educational experiment, the author gets and analyzes experimental data.As the fourth part, the result of educational experiments has offered a lot of inspirations and has shown that: autonomous-English-learning mode has a positive impact on English teaching of high schools, and it can effectively raise the teaching level.Finally, the author has made a reflection on the value and significance of the experiments, as well as the experimental limitation.