Research On Role Change Of University Teachers In Students’ Autonomous Learning

At present mastering the methods of self-directed learning and strong ability of self-directed learning for university students are not only the requirements of dealing with the challenges of the rapid development of science and technology as well as increasing knowledge but also the inevitable requirement of education reform, which is also benefit for compensating their individual differences and promoting their long-life development. Compared to the students in primary and middle school, university students’ learning ability, cognition level and self development level have markedly improved and reached a relatively mature level, have been able to carry out self-directed learning through the accumulation of knowledge and learning experience in basic education. At the same time the university curriculum provision and schedule arrangement create more time and conditions for students’autonomous learning, but college students’ autonomous learning does not mean that the status and role of teachers can be weakened and even canceled, university teachers still play some important roles in students’ autonomous learning such as supervisor and evaluator, resource providers, organizer, motivator and so on. Meanwhile the university teaching reform and teachers’ professional development also requires teachers to change their traditional roles and improve their own quality to promote the development of students’ autonomous learning ability, so how to change the traditional role of teachers in universities become a key problem.This research mainly consists of four parts; the first part is the introduction, which aims to elaborate the research background and significance, research content and methods as well as the domestic and foreign literature review on this issue.The second part of the thesis analyses the significance of teachers’role change in students’autonomous learning on the basis of definition of related concepts.Based on investigation the third part mainly analyses the current situations of university teachers’role change in students’ autonomous learning, including the present situation, problems as well as restrict elements for the teacher’s role change in students’ autonomous learning. The fourth part puts forward the guiding theories to promote the teachers’ role change and proposes several countermeasures to solve the problems of teachers’role change in students’ autonomous learning, includes updating the concepts of education, establishing the consciousness of teachers’role change; carrying out systematic training, strengthening the role introspection and researches; correcting students’learning attitudes, reducing the resistance of teachers’role change; improving teachers’ management and evaluation mechanism, enhancing the motivation of teachers’ role change.