A Study Of Cultivation Of Autonomous Learning Ability In English Teaching In Junior High Schools

Modern society has become a learning society, and learning is one of the basic means of survival and development. The standards to measure talent quality focus more on the ability to learn independently than merely on the amount of knowledge acquired. Faced with the ever-increasing demands for technological knowledge update and higher requirements for professional capacities, people are beginning to realize the limitations and drawbacks of the current school education. The traditional teaching approaches, which focus on knowledge accumulation, are no longer suitable for modern education. The concepts of the new curriculum require teachers to change their ideas, strengthen their guidance to students'learning strategies, optimize students'learning methods, and ultimately enhance their capacity of autonomous learning for the purpose of sustainable development.This research summarizes relevant theories, connotations, features and impact factors of autonomous learning, and it conducts an investigation in light of the teacher-student relationship in autonomous learning. Modern educational theories point out that, of the two main elements of teachers and students in education activities, students are recipients of education, but they have their own initiative instead of being totally passive in education. In order to achieve the desired results, teachers must return the initiative to learn to students, give play to students'initiative and foster their autonomous learning capacity. Meanwhile, students are required to change their traditional learning methods. The most striking features are to ask students to adopt the learning methods of autonomous learning, cooperative learning and inquiry-based learning, and to enhance their capacity for life-long learning so that they can become talents in English with the ability to adapt to the social development.In accordance with the requirements of the new curriculum, the author has systematically processed the English textbooks for junior middle schools. First of all, the author clarified the teaching objectives and contents to factor students'capacity of autonomous learning in the teaching practice, proposed some teaching strategies to effectively cultivate students'capacity independent learning, and formulated a new model to cultivate students'capacity of independent learning. Secondly, the author, through practical surveys with junior middle school students of Wenzhou as the research objects, conducted a systematic and empirical study and tried to factor students'capacity of autonomous learning through the whole-process learning monitoring and guidance. Thirdly, through the surveys, the author analyzed the situations of junior middle school students'capacity of autonomous learning, explored the obstacles against enhancement of students'capacity of autonomous learning, interpreted and analyzed the basic classroom English teaching models in junior middle schools of Wenzhou, systematically studies the ways to cultivate students'capacity of autonomous learning, and made some new attempts in the English teaching in junior middle schools of Wenzhou. Finally, the dissertation explores the approaches to cultivate students'capacity of autonomous learning in English teaching. It starts from the current situations of English teaching in China, probes into various methods to factor junior middle school students'capacity of autonomous learning, namely, factoring interest in learning, stimulating motivations to learn English, creating the educational environment for"autonomous learning", establishing scientific assessment systems, intensifying guidance in terms of learning methods and study strategies, changing teachers'educational concepts, updating students'learning methods, factoring innovative capacity, and developing creativity.