An Exploration Of "Three-Three-Six" Autonomous Learning Mode Of English Teaching In Junior Middle School

In the field of the basic education, the new curriculum and teaching reform is carriedforwards. Du Langkou Middle School focus on all-around development and autonomouslearning. In the process of reform,“three-three-six” autonomous learning mode comes intobeing. Du langkou Middle School is famous for its reform. Many teachers and expertscome here to observe and learn the specific “three-three-six” autonomous learning mode.But there is less research about applying this mode in English teaching in junior middleschool. So this research deals with an exploration of applying “three-three-six”autonomous learning mode in junior middle school.Firstly, it makes further understanding about “three-three-six” autonomous learningmode and its application in English language teaching through the ways of class observingand watching the videos. Secondly, it explores its teaching effects by ways ofquestionnaires and interview. As for "three-three-six"autonomous learning mode, the first "three"meansmulti-dimensional, high-capacity, fast-paced. The second "three"means threemodules----previewing, showing, and feedback."Six"means six steps of showing----previewing and exchanging, identifying goals, exchanging and cooperating, showingand inspiring, crossly consolidating, and evaluating. The research gives a summary of thekey points of applying "three-three-six"autonomous learning mode, the mode of studyingtextbook in English class, students’ performance, new class evaluating ways, teacher forum,and so on.Then, a follow-up questionnaire and interview have been undertaken about teachingeffects from the perspective of students. The questionnaire content includes six aspects,learning purpose, self-confidence, attribution, self-monitoring, learning strategies, learningplans.193students of three different grads are chosen randomly as subjects. Its analysis ismade with the instrument of SPSS13.0. The following is its results:1) In general, the students’ learning effects is good. The students reach better meanpoints in learning purpose, self-confidence, attribution, self-monitoring, learning strategiesand learning plans.2) In the aspects of learning purpose, self-monitoring, learning strategies, and learningplans, there is a significant difference in different Grades. But in the aspects ofself-confidence and attribution, there is no significant difference in different Grades.According to the research above, it gets the following conclusions;1) The teachingeffects is comparatively good with "three-three-six"autonomous learning mode;2)"Three-three-six"autonomous learning mode benefits self-confidence, self-monitoring andattribution;3) Teachers roles have been changed as manager, organizer, facilitator, andevaluator;4)"Three-three-six"autonomous learning mode meets the need ofquality-oriented education.