A Comparative Study Of Teachers' Role In Autonomous Learning Of Urban And Rural High School Students

The problem of the different roles of teachers in the autonomous learning of English students in the high school students in urban and rural areas is not only the practical problem of how the new curriculum reform can be carried out in rural areas,but also how to reconstruct the relationship between teachers and students in different regions problem.The purpose of this study is to provide a theoretical basis for the implementation of English autonomous teaching reform in rural areas.Based on the theory of teacher's role,this paper adopts the methods of literature,questionnaire and mathematical statistics to study whether there are differences between teachers 'roles in urban and rural high school students' autonomous learning.Whether there are differences between the roles of teachers,whether there are differences,which differences exist on the dimensions of the problem were studied.The results are:1 Excluding the counseling providers in urban and rural high school students' English autonomous learning in the overall role of teachers,other aspects in city high school students' expectations of teachers' role are significantly higher than rural students.2.Urban and rural high school boys in the other 8 dimensions are different except the counseling providers,power motivators.These differences have in common is that the city boys in the eight aspects of the teacher's role expectations are significantly higher than that of the rural boys.3.There are differences between the urban and rural high school girls in three dimensions,power motivators,organizers and supervisors.The urban girls in these three aspects are significantly higher than the rural girls.