Analysis Of Autonomous English Learning And Strategies Of Rural Senior High School Students

((The Criteria of English Course in Senior High School)) issued by the Ministry of Education describes the education faith of New Courses Reform definitely as "instructing students to transfer their ways of learning to promote their abilities of autonomous and cooperative learning, and train their life-long learning capabilities". Based on the conception of human centeredness and students' development, the education faith of New Courses Reform aimed at transferring their ways of learning, namely, changing passive learning into active learning. And it advocates the belief that students are the centre of learning, so teachers should convert their teaching concept to letting students learn autonomously. However, compared with those who study in urban schools, students in rural senior high schools face more difficulties in changing their ways of learning.There are a large number of senior high schools covering vast areas of our countryside. Comparatively, disadvantages in school conditions & equipments, students' poor preparations for further study, teachers' low qualities have become the obstacles of reform. Therefore, it is of great significance to do some research on the Teaching and Learning Reform in rural senior high schools.This article does some research on the English autonomous learning of high school students in rural areas, aimed at finding out the factors that affect the autonomous learning of rural high school students, and seeking out the strategies to improve rural high school students'autonomous learning abilities. We hope that this will be of some practical value to the English learning and teaching in rural areas.We make a survey in our school in the form of questionnaires. The survey consists of three parts. Each part covers one of the three features of autonomous learning: initiative, effectiveness, self-control and self-assessment.We give out 500 papers and collect 482. Then, we analyze the data from the survey scientifically. The result shows that autonomous English learning of rural high school students is poor. The main reasons are explained briefly as follows. Firstly, the students have no idea why they learn English and don't show much interest in it. When learning English, they lack self-confidence and self-control. Besides, faced with difficulties, they give up easily rather than try their best to overcome them. They can't express themselves effectively nor make correct self-evaluation. Secondly, the teachers are also responsible for it. Their teaching concepts are out-of-dated and their teaching methods are monotony.After knowing about what causes the present situation of autonomous English learning in rural areas, we try to seek out the strategies to improve it. First, We teachers should change our traditional routines. We should establish a new relationship with our students and treat them with respect. Thus we can create a harmonious atmosphere for our students to learn in. Also, we should reform our teaching methods, making our classes lively and interesting. We are seeking out effective teaching models, such as XueanTeaching and Task-based Teaching. Finally, we should help our students to form some good habits of learning. Only in this way, can they learn English effectively. During the research, I apply the teaching strategies to my teaching. After one year's experiment, the students'English is improved a lot, from which we can see our research has achieved success.Of course, there are still a lot to be improved. For example, in our research, the students surveyed are all from the same school, so the result is not so persuasive.