A Study On Cultivating Rural Grade7Students’ English Autonomous Learning Abilities

English autonomous learning is a new way of learning that requires students themselves to manage their own learning. It can not only effectively improve the quality, level and efficiency of learning, but also lay a solid foundation for the students’later development and their lifelong learning. At present, English learning is found both passive and inefficient in rural middle schools, and English teachers and students have rarely heard of autonomous learning. In view of this conundrum, the author chooses the students in seventh grade in a rural middle school as experimental subject. Through analyzing the status and characteristics of their autonomous learning capacity, the author proposes the necessity and feasibility of autonomous learning in rural areas, and explores the approaches to cultivate the students’self-learning ability during classroom teaching, so as to arouse the attention and practice of teachers and students in the rural areas to autonomous learning and provide plausible self-learning patterns.The subjects of this study are students in Grade7in Xujiaqiao Middle School, Dingcheng district, Changde city. The author believes that it is proper and important to develop the students’English autonomous learning ability from the very beginning of their English learning. This paper adopts the form of questionnaire and interview by means of Excel software on its data analysis. The results show that the rural students’ English autonomous learning ability is low; their performance in English learning motivation is not strong; they lack clear learning objectives and detailed study plans; they learn passively, lacking awareness of active learning; their learning control ability is weak; they seldom use learning strategies; their self-assessment ability needs to be improved.In view of the above findings, based on the constructivism theory, motivation theory and cognitive theory, the author has had an one-year experimental practice to stimulate students’learning motivation, develop their learning strategies, and build English autonomous teaching mode. According to the result of the questionnaire between, before and after the test in the experimental class, the questionnaire of the difference in English tests between experimental class and control class as well as teacher observation, interviews and other results, we can conclude that the author’s construction of autonomous learning mode can effectively enhance the cultivation of students’autonomous learning ability, and further improve the students’English learning achievement.Due to the time length and confines of experimental conditions, this study has some limitations, such as the sample size is relatively small, and the experimental time is relatively short, and so on. Nevertheless, the author thinks that the study of English autonomous learning in rural middle school can open a field of vision and bring about certain theoretical and practical effect.