| Many scholars have attached much importance to the self-get of students since the ancient China.Self-get,is not dependent on teachers' external teaching but depends on students' active thinking and study to acquire the knowledge belonging to themselves.What the ancient scholars emphasize on self-get is quite similar to the autonomous learning nowadays.Even now,autonomous learning,as a learning way,is still advocated worldwide.In 1972,UNESCO Education Series Learning to survive-The world of today and tomorrow pointed out: “The future of the school must make the object of education to be the subject of their self-education,an educated person must be a person who educates himself;Someone else's education must be the person's own education ”.Since 1990 s,Countries around the world has regarded cultivating students' autonomous learning ability as an important educational goal as autonomous learning plays an important role in many aspects ranging from the development of society,the revolution of education to individual growth.Chinese discipline,as a combination of instrumental and humanities in the language disciplines,should undertake more responsibility to cultivate students' autonomous learning ability in teaching.In this paper,I regard a local rural middle school L Middle School as a case,surveying the development situation of the students' Chinese autonomous learning ability.I hope that the survey can reflect students' real situation so that I can find out the existing problems.What's more,I will analyze the reasons and come up with practical measures.The reasons and significance of the research was introduced in the introduction part.The first part of the introduction illustrated that autonomous learning is important for personal development.And then,I explained the significance of training students' Chinese autonomous learning ability from the following three aspects: Firstly,it is helpful to develop students' sense of ownership and protect students' curiosity;secondly,it can motivate students' realization of questioning and spirits of enterprise;thirdly,it can lay a good foundation for forming autonomous,cooperate and exploring learning methods.The last part is about the questionnaire method,interviewing method and document analysis method which are the three main methods used in this research.Chapter One is mainly to review the research development about the ability of Chinese autonomic learning in junior high school.First,the concept of autonomous learning and the ability of Chinese autonomic learning are defined.Then the research status of autonomous learning at home and abroad are simply summarized.Finally,the representative achievements of the ability of Chinese autonomic learning in junior high school are reviewed.Chapter Two mainly presents investigation results about status quo of the L middle school students' the ability development of Chinese autonomic learning.From the survey,it can be found that L high middle school students' interest and understanding in Chinese learning is high and in place,but emphasis of the language learning is not enough,autonomous learning consciousness is not strong and the action of autonomous learning is scarce.Besides,students' academic help-seeking strategy is used well,but the cognitive strategy development is not improved enough and the metacognitive development level is not high.According to these situation,this paper analyzes the reasons.Chapter Three has put forward some strategies for the problems from the survey results in order to develop the Chinese ability of autonomic learning.First,teach students' ideology and cultivate the students' awareness of autonomous learning;second,improve students' mind control,transforming understanding into action.Then,improve the art of teaching and stimulate students' learning motivation;last,teach students effective cognitive strategy,forming the ability of autonomous learning and improving the students' metacognitive level and so on. |
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