A Research On English Autonomous Learning Of Grade One Students In Senior High Schools

In recent years，with the development of society and the constant reform of schooling system,the study of autonomous learning has gradually become a hot topic for researchers and scholarsat home and abroad.“to cultivate and develop student’s autonomous English learning” has beenset by Chinese Education Ministry as the main goal of English teaching in the Standard ofEnglish curriculum for senior middle school (the experimental manuscript) and it is alsobecoming increasingly important to develop students’ ability of lifelong learning. However,there is a common phenomenon that learners in senior high schools are too dependent onteachers in learning English and neglect the essential role of learners themselves. To changethis situation, it is necessary for senior high one English teachers to renew the teaching theoryand have a better understanding of new requirements with the background of the newcurriculum reform. Only in this way can teachers improve classroom teaching, strengthenstudent’s learning attitude, methods, strategies, evaluation, control and resources, improve theEnglish autonomous learning ability and promote students’ English language skills in the end.At present, researches on autonomous learning that domestic and foreign experts andscholars have done are mainly in theory, such as what is autonomous learning, what elements isautonomous learning consist of and what are the influencing factors of autonomous learners andso on. In the aspect of empirical research, especially in English Teaching in senior high schools,there has been little fruitful studies, not to mention about well-built systematic teachingformations.This thesis aims to get some information about the general state of autonomous learningamong grade one students in senior high school, introducing the background, reflecting thecurrent findings and teaching modules on autonomous learning, and presenting differentdefinitions and concepts as well as studying its necessity and significance. And the followingquestions are the focus of this research:1.What is the general state of English autonomouslearning in current Senior One student?2. What are the factors affecting learners’ Englishautonomous learning abilities?3. How do we cultivate student’s English autonomous learningabilities? Aiming at answering these questions, the author selects two classes of the Senior Onestudents as subjects and carries out a school year research from September,2013to July,2014, using questionnaire, face-to-face conversation and analyzed4tests score of the two classes.During the research, the author attempts to improve classroom teaching, such as changing theold traditional teaching mode, cultivating the students’ awareness, strategy and method toimprove their ability and improve their results. In the actual teaching process, the authordesigns the teaching activities based on the listening, speaking, reading and writing withstudent-centered approach. In these activities, students in the experimental class gradually buildpositive attitude towards learning English and they can well design, cooperate, makeadjustments and evaluate their own performance while learning. In the research the author findsout that senior high one students depend too much on teachers in English learning, and lack thenecessary guidance and strategy training. If teachers change the traditional teaching mode andpay more attention to cultivating and improving students’ autonomous learning ability, theirEnglish results will be improved. But for the limitation of the academic research ability, theauthor just does a simple investigation. A mature approach or fixed classroom teaching modeon how to improve the English autonomous learning ability has not yet formed, therefore muchwork needs to be done in the future teaching practice.In short, it is imperative to improve students’ English learning ability, and the key toimprove the ability is the guidance of English teachers. Therefore, the senior high Englishteachers should renew their ideas, change the traditional teaching methods, and explore theautonomous learning classroom teaching mode creatively. On the one hand, to let studentsbecome the real subject of learning, teachers should create a good learning atmosphere, focuson students’ learning needs, adjust students’ motivation and interest, and arrange effectivelearning objectives scientifically; on the other hand, teachers should attach importance to theguidance of learning strategies, timely deal with the learning problems appeared in the processof feedback and regulation, strengthen the correct guidance, ultimately making students have agood command of autonomous learning strategies, habits and abilities and becoming efficientlearners.