About The Point Of Developing The Strategies Of The Students' Theory And Ability Of Self-learning

Self-learning is badly needed in creativity and practice, and is also a great change in the students'learning methods in the reform of teaching. This paper based on the problems existing in the self-learning of Junior History Subject teaching-and-learning process, through studying and analyzing some branches of self-learning theories abroad and some outstanding self-learning model in China, expresses what learning strategies the teacher should take in Junior History subject to develop the students'self-learning ability with the guide of the formers'theories and experience.The subject of History now still exiss some problems like disordered theories, mess teaching-and-learning practice, no appropriateness and so on.The second part of the essay is an interpretation of the formers'study on self-learning abroad. Firstly, it's about tracing the origin of some branches of the theories on self-learning home and abroad, sowing the meaning of self-learning emphasizes on self-controlling and self-regulating, and having a further analysis on the connection among diffrent branches. Secondly, it's about the researches into some outstanding self-learning models in China, finding the differences and samilarities, and analyzing the points where they have connection with the foreign self-learning theories. Thirdly, it concludes the teaching rules which should be used in self-learning process,funning democratic and harmoninous circumstance in classes, emphasizing with the help from the teachers'leading roles, valuing the students'independence and creativity; the keys to self-learning: immanent motivation factors of self-learning, metacognition, strategies controlling and teaching-and-learning circumstance running; basic teaching-and-learning process in self-learning:making plans, setting aims, using learning strategies, self-controlling, self-assessment. Fourthly, analyzing the important reveal to developing the ability of self-learning Junior History.The third part f the essay focuses on what teaching strategies and methods the teachers should take to develop the students'self-learning ability. From the conclusion of the researches into some branches of the self-learning theories abroad and some outstanding self-learning models and methods in China, and the characteristics of Junior History, he author introduces the basic strategies and methods on self-learning on Junior History, which mainly contains three steps. First, teachers use some eaching aids to create certain circumstances to strengthen the students'learning interest, waking up the awareness of the students'self-learning; then, teachers can use playing roles, imitating and guiding to make the students experience,realize and learn History, the process of awaking History can strengthen the students'self-learning motivation and excitated the students's self-learning potential. And after the excitation of the students'self-learning awareness and potential, the students will be in the positive state--"eager to learn" and the next important step is to make the students know how to learn. Finally, teacher make the students grasp the methods of historical thinking, thus developing the students'historical thinking, which is the greatest aim of self-learning History. Teachers use different teaching strategies and methods to develop the students'reading, thinking, creating, cooperating, communicating abilities, and hold another form of self-learning freely-after-class activities, which can put "self-learning" into practice.The third part is the conclusion on the problems existing in self-learning in self-learning History.The essay focusing on the self-learning Junior History, based on he theories of self-learning and practice-study, considing the characteristics of Junior History, does researches into the strategies of the first-line teachers use to develop the students' self-learning ability on self-learning Junior History.