| In recent years,with the constant development of language teaching to the direction of communication,the traditional classroom-teaching mode has been greatly challenged.The student-centered teaching mode shifts the center of classroom instruction from teachers to students,which means that students will assume more learning responsibility,that is,students need to enhance their learning autonomy ability.The Ministry of Education of the Peop's Republic of China,in 2000,promulgated the “Basic Education Stage New English Curriculum Standards” as the main goal of English teaching,“cultivating middle school students 'ability to learn English autonomously”.For middle school students in China,especially in the remote rural areas of GuiZhou Province,the responsibility for their own learning means that they need to be able to understand the teaching objectives and requirements of teachers,establish learning goals and develop learning plans,and effectively use learning strategies to control their own learning process that the use of the strategy and language knowledge to control and evaluate their own English learning.Thus,the purpose of this study is to explore the use of self-learning theory in the guidance of junior high school English teaching in the use of preview strategies,purposefullyplannedand gradually cultivating self-habitual habits of students,only in this way students can become active participants in the class and gradually cultivate their own autonomous learning ability.However,the core issue of this paper is that how to set the content of self-learning model and how to evaluate its effectiveness.The research aims to figure out: 1.How did the autonomous learning model cultivates thestudents' English learning interest? 2.How did the autonomous learning model enhances the students' English learning ability?After analyzing the current situation of self-learning ability of rural middle school students in remote rural areas,the paper analyzes their needs,and then carries out a teaching experiment with the practice of middle school English teaching.The study was conducted by using two equal classes of natural classes as experimental classes(45)and non-experimental classes(48),respectively.In the experimental class implementation of autonomous learning teaching model around the student's learning objectives,teachers and students in the classroom,extracurricular activities,from the “guided self-learning” to “autonomous self-learning” classroom mode of operation and learner autonomy Mainly extracurricular learning strategies.After a semester of empirical research,under the guidance of autonomous learning theory,through the questionnaire survey,before and after the test results,observation and interviews,the use of preview strategies,pre-class training and quantitative and qualitative combination of methods to analyze,which proves that it is feasible and effective to implement the application of autonomous learning in junior middle school English teachingThe experimental results show following:1)The autonomous learning not only cultivated learners' interest in learning English,but also enhanced students' participation.2)self-learning strategies improved the effectiveness of classroom learning,and promoted the improvement of learner'academic performance and even enhanced the rural middle school students in English learning achievement and learning efficiency.In the end,this thesisis to find out the positive connection between the autonomous learning and English learning efficiency.The autonomous learning mode training can not only improve the students' learning efficiency,but also can effectively supplement the classroom teaching and improve the efficiency of students' attendance.Due to the limited resources,this paper proposes the suggestion that how to improve the English learning ability in such a situation.the improvement of English Autonomous Learning ability and the enhancement of teaching efficiency are hard to achieve,which require the support from the society. |
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