The Autonomous Teaching Mode Research Of Training Junior High School Students' English Autonomous Learning Ability

In recent years,the English teaching mode has been constantly innovating and reforming,and the teaching theory of English has changed from "teacher-centered" to"student-centered".However,most of the current empirical research is mainly based on questionnaires and short-term classroom teaching experiments.Therefore,future research should be difficult longitudinal research and strengthen the empirical research with long period of time.We should not only evaluate students' autonomous learning ability developed by the curriculum system but also test the effectiveness of the course system by studying their follow-up learning.Therefore,the author wants to study the"autonomous teaching mode" of Bocai Experimental Middle School taking one year as the time range of the survey.The author investigates the influence of the autonomous teaching mode on cultivating students' English autonomous learning ability through questionnaires,interviews and test comparison providing theoretical explanation and feedback supports for the“autonomous teaching mode”.This paper uses the literature research method,the investigation research method,the interview method,the test comparison method,and the combination of quantitative and qualitative methods.On the basis of the theories of autonomous learning by scholars at home and abroad,the author summarizes the meaning and characteristics of autonomous learning and analyzes the relationship between autonomous learning and teaching modes.At the same time,the author also lists relevant researches and deficiencies at home and abroad.It is because the experimental time of studying the factors affecting the ability of autonomous learning is very short and the follow-up reports are few,so the author wants to study the autonomous teaching mode of Bocai Experimental Middle School:1+1 layered class,self-directed classroom,self-directed exercise book.In order to study the influence of autonomous teaching mode on cultivating students'English self-learning ability,the author first conducts a questionnaire survey about the students of Bocai Experimental Middle School.There are four aspects in the questionnaire:(1)learning motivation and interest in learning;(2)learning habits and learning methods;(3)goals and plans;(4)self-reflection and evaluation.Through the analysis of the questionnaire survey,the author finds that the autonomous teaching mode can directly affect many of the students' aspects in the process of English autonomous learning.Secondly,the author interviews the students and teachers of Bocai Experimental Middle School,and they are very positive towards the autonomous teaching mode.Finally,through two examinations,the author analyzes the results of the experimental group and the control group.The data shows that the autonomous teaching mode is conducive to the improvement of students' grades.Therefore,it is valuable to study and analyze how the autonomous teaching mode improves students' English autonomous learning ability.According to the data reflected in the questionnaires,interviews and tests,the author sums up how the autonomous teaching mode enhances the students' autonomous learning ability.Firstly,the 1+1 layered class reflects the teacher's transformation of the traditional educational concept and through the 1+1 layered class,teachers can improve students' autonomous learning awareness and give timely and accurate evaluation according to students' different levels.Secondly,teachers use self-directed classroom to improve the interest of classes and teach students the correct learning methods and strategies.Finally,the self-directed exercise book allows students to develop their own habits of autonomous learning while doing homework.In short,the author found that the autonomous teaching mode is able to improve students' English autonomous learning ability.