The Research On Autonomous Learning Ability Of Full-Time Self-Taught Students In Universities

Full-time self-taught students in universities are mainly consists of students who failed in the college entrance examination and graduates from junior college or technical secondary school.Due to the failure in the college entrance examination and learning foundation,students can’t enter into ideal college after high school,graduates from junior college or technical secondary school feel it will be hard to find a good job because their education level and knowledge reserve cannot satisfy the demand of society.To take advantage of university,Self-study examination tutorship classes gives hope to those students to learn more knowledge and master much skills, in consequence,to improve their education level and enhance their own ability.However,to compare with students in college,there exists some difference between college students and full-time self-taught students in universities.such as psychological states,initiative and enthusiasm to study, and utilitarian study. Diploma tests is centered on self-taught examination which is an educational system and form of individual self-taught,social aidtostudyand state test.1 ndividual self-taught is the logical start and development foundation of self-taught examination,it is of great importance to accelerate the development of individual self-taught. The educational function of self-taught examination is to improve the autonomous learning ability.Entered into the college with strong desire,full-time self-taught students are not able to Receive adequate attention. Therefore,whether from the perspective of autonomous learning abilty or self-taught examination development need,it is of great importance on the research of self-taught students.This research takes Zhejiang Normal University as an example,through the questionnaire and interview with full-time self-taught students to know the self-taught learning ability,and analysis of the status quo and characteristics,to explore the possible influential factors and give some specific recommen dations. Hope to help self-taught students to reacquaint learning process,rethink learning motivation, develop learning plans,adopt effective learning strategies,thus to improve Learning initiative and enthusiasm and enhance the autonomous learning ability.This research can be divided into four pars:The first part mainly illustrate the core concepts closely linked to the research,furthermore, make a concrete analysis of elements and approach and evaluation of autonomous learning ability.The second part,according to the questionnaire survey data and interviews from full-time self-taught students in Zhejiang Normal University.to analyzes the overall situation and differences between gender and grade,and conclude the problems in the autonomous learning ability on the full-time self-taught students.The third part mainly analyze internal and external influencing factors and state the factors of autonomous learning ability based on the survey data.The fourth part,to put forward specific recommendations.