A Study Of The Development Of Students' Autonomous Learning In The English Reading Teaching In High School

Autonomous learning emphasizes that learners manage their own learning,make learning plans and goals independently,select suitable learning strategies,conduct self-monitoring and self-evaluation,so as to achieve learning goals efficiently.For English teaching in high school,reading is the most important part.In the college entrance examination,as the old saying goes: "Those who are good at reading win the exam",once the good reading ability is formed,the overall ability can be improved.Therefore,it is very important to cultivate students' reading autonomy in high school.The purpose of this study was to improve students' self-reading ability through the combination of in-class reading and after-class reading,and to further improve students' English achievement and comprehensive ability.The research questions were as follows: 1)What's the current situation of English reading autonomy for high school students? What's the problem? 2)What effect will self-reading training have on students' self-reading ability and academic achievement? In this study,67 students from class 603 in the second grade of Ganxian Middle School were selected.At the beginning of the study,students' autonomy in English reading was investigated by means of questionnaires adapted from the questionnaire on English autonomous reading ability of Pang Weiguo.Through the unified English test at the beginning of the semester,the total score and reading comprehension score were collected,and the two scores were used as the pre-test data.In the experiment,by conveying modern teaching concepts,students could have correct consciousness of self-reading;by using teaching materials creatively,adapting teaching materials,increasing interesting reading materials that were in line with students' level,students could improve their interest in learning;under the guidance and help of teachers,students could write self-reading schedules and complete them in good quality and quantity(including reading plans,reading time,and reading objectives and timely reflection);through creating a good classroom atmosphere,students could understand and master the necessary reading strategies;in after-class reading,teachers strictly selected articles with new words of about 5%-10%,which could cover daily life,science and technology,culture,art,health,stories,novels and paintings,etc.Teachers could use English Weekly Newspapers,New Concept English,Bookworm Series,Keke English App,economists,CNN,VOA,BBC,Guardian and other channels to choose appropriate materials.Students' reading autonomy could be fully stimulated through self-monitoring tables(including reading content,time,completing tasks or not,difficulties or no difficulties,excerpting good sentences)and cooperative learning evaluation tables(including self-evaluation and mutual evaluations).At the end of the semester,total English scores,reading comprehension scores and interview' data with 9 students(3 groups,with different English levels)were taken as the post-test.Through collecting,analyzing and comparing the data,it was concluded that self-reading training in class and after class not only improved students' reading comprehension ability,but also improved their comprehensive ability.