On The English Self-study Of The Students In Middle Vocational Schools In The Network Environment

Ever since its birth in the 1980s, the concept of "learner autonomy" has long been a hot issue in the field of linguistics both at home and abroad. With the development of the Internet and communication technology, the opportunities and places to do a language autonomous learning has been largely expanded. Middle vocational education plays an important role in high school education, which takes charge of fostering millions of qualified workers. English is one of the foundational courses and always directly reflects the effects of teaching in vocational schools. Therefore, it is of great significance to promote and foster the ability of English self-study of the students in vocational schools in the network environment.Under the guidance of the learning theories such as humanism and constructivism and by means of pedagogy, educational technology, network learning and some related English learning theories, this paper investigates the current situation of the English self-study of the students in vocational schools in the network environment by the research methods of documentation, surveys, questionnaires and interviews. After analyzing the existing problems and main factors that affect the ability of self-study, the paper puts forward some suggestions about enhancing the capability of network English self-study of the students in vocational schools.The paper makes a thorough analysis and summary of the current situation and research findings concerning the network English self-study of vocational school students, analyses the theoretical knowledge like the concepts and theoretical basis related to self-study. Then the paper explores the nature and composition of self-study ability in the web-based environment so that we can have a relatively complete knowledge system of self-study.On the basis of the current situation, the author designs the development model for the English network self-study of the students in vocational schools and puts forward some suggestions on how to apply educational technology to practice. It is the author's hope that this study can guide the network English self-study of the students in vocational schools and offer an operational program for the teachers of vocational middle schools.