A Study Of The Application Of Autonomous Learning In English Reading Teaching At Senior High Schools

English reading is an integration of a student's English language performance.Reading accounts for a large proportion in the College Entrance Examination,so reading teaching is important to English teaching.In reading class,not only teachers' input is required,but also students' output.However,many high school English teachers blindly focus on their own input and neglect students' main status.Students also lack teachers' guidance on autonomous learning ability.Nowadays,modern education advocates “learner-centered” teaching mode,emphasizing that students become the managers and participants in their learning,while teachers become the guides.What's more,reading is not only for getting high marks in exams,it is also a habit,a hobby and a way to improve self-cultivation.For high school students,it is not enough to read in class.They also need to read after class according to their interest and ability.Therefore,in English reading teaching of high schools,teachers should spare no effort to cultivate students' autonomous learning ability.This research is based on humanistic theory and meta-cognition theory,and combines classroom reading with extracurricular reading,aiming to explore the effectiveness of applying autonomous learning to the improvement of students' reading autonomy and reading ability.As for research methods,document analysis,teaching experiment and interview are used.The author will answer the following questions:(1)What effects does autonomous learning have on students' reading interest and reading autonomy?(2)In what aspect can autonomous learning have effect on students' reading ability?In order to answer these questions,the author chooses 124 students from two classes of Grade 2 in Fangcheng No.1 High School as research subjects.Before the experiment,a test is conducted both in EC and CC and the marks for reading part are pre-test data,which show that there is no significant difference in English reading ability between the two classes before the experiment.Then the pre-questionnaire is conducted in the two classes to have a preliminary understanding about the current situation of autonomous reading.In experimental class,autonomous learning which combines classroom reading and extracurricular reading is applied to reading teaching,while in control class,only the traditional method is applied.After the experiment,the post-questionnaire is conducted in EC to explore the change of students' interest in English reading and their improvement in autonomous learning ability after the experiment.Then another test is given and the marks for reading part are post-test data.In addition,some students in EC and CC are interviewed to get the students' feedback on autonomous reading.The data collected in this research is analyzed by SPSS.Both the results of the questionnaire and the interview show that,in experimental class,the students' autonomous reading ability and interest in English reading improved after the experiment.What's more,the results of tests show that the students in EC have better performance in English reading than those in CC.Therefore,this research indicates that autonomous learning can not only improve students' autonomous reading ability and reading interest,but also improve students' reading ability accordingly.