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新课改背景下如何培养高中生自主学习能力新课改的背景下，培养学生的自主学习能力已经成为高中教育的重要目标之一。
自主学习是指学生在学习过程中独立思考、主动探索、有目的地选择和使用学习资源，以解决学习问题和达到学习目标的能力。
培养学生的自主学习能力，可以帮助他们建立学习的主体地位，提高学习质量和效果，同时也为未来终身学习奠定基础。
在新课改背景下，如何有效地培养高中生自主学习能力，成为了教育者们共同面临的问题。
首先，为了培养高中生的自主学习能力，我们需要营造良好的学习环境。
学习环境是指学生学习的场所、氛围和条件。
在新课改背景下，学校和教师可以为学生提供开放、自由和互动的学习环境。
教室的布置可以注重团队合作和交流，鼓励学生自由选择学习方式和学习内容。
学校图书馆和实验室等资源室应当对学生开放，并提供丰富的学习资源供学生选择和利用。
同时，教师也应当成为学习的引导者和合作伙伴，鼓励学生自主思考和独立解决问题。
其次，为了培养高中生的自主学习能力，我们需要强化学生的学习方法和学习策略的培养。
学习方法是指学生在学习中使用的思维方式和操作步骤，而学习策略是指学生用来提高学习效果和成功应对学习挑战的方法和技巧。
教师可以通过讲解和示范，帮助学生了解和掌握各种学习方法和策略。
例如，教师可以教导学生如何制定学习计划、如何提高记忆力、如何理解和应用学习材料等。
此外，教师还可以利用项目学习、研究性学习和团队合作等活动，引导学生实践和运用学习方法和策略。
另外，为了培养高中生的自主学习能力，我们需要激发学生的学习兴趣和动机。
学习兴趣是指学生对学习内容和学习过程的好奇和热情，而学习动机则是学生的学习目标和意愿。
教师可以通过丰富多样的教学内容和教学方法，激发学生的学习兴趣和动机。
例如，教师可以引入案例分析、实践探究和问题导向等教学方法，使学生能够主动参与课堂活动，并将学习与现实生活相联系。
此外，教师还可以通过开展学生的兴趣小组、学术性论坛和科技创新大赛等活动，提供广阔的学习空间和学习平台，让学生能够发挥自己的才能和潜能。
新课改背景下如何培养高中生自主学习能力近年来，新课改逐步推行。
在新课改背景下，中国教育系统注重培养学生的自主学习能力，以适应知识快速更新的时代。
高中阶段是学生自主学习能力培养的关键时期。
本文就如何在高中阶段培养学生的自主学习能力进行探讨。
一、激发学生自主学习的兴趣学生自主学习能力的培养需要建立在学生对学习的积极性和主动性之上。
作为教育者，教师应通过营造良好的学习氛围，激发学生学习的热情和动力，提高学生学习的自主性。
例如，教师可以通过故事、实例等方式，引导学生深入思考，激发学生的兴趣。
教师可以与学生一起探讨现实生活中的问题，鼓励学生提出自己的观点和见解，进一步增强学生的自主性。
此外，教师还可以通过教学方法的变化，不断创新课堂教学方式，让学生参与到教学中，让学生成为学习的主体和主导者。
二、帮助学生建立自主学习的目标建立明确的学习目标，有助于学生自主学习能力的培养。
教师在教学中应帮助学生制定学习目标，让学生明确自己要学什么，学习目标达成后有什么收获。
在制定学习目标时，教师应该切实考虑每一位学生的实际情况，由于每个人的学习方法和能力不同，教师需要对学生进行科学而个性化的引导。
三、教师发挥指导作用教师在学生的自主学习中发挥着重要的指导作用。
在教学中，教师应该从多个方面指导学生实现自主学习。
例如，教师可以从教学内容、教学方式、教学方法等多方面提供学习建议，分析考试内容的难点和重点，指导学生查阅、整理优秀的学习资源，引导学生掌握学习方法和技巧等等。
在这一过程中，教师应该注意不断调整教学策略，关注学生不同程度的学习需求和情感状态，不断推进学生自主发展的进程。
四、培养学生的自我评价能力自主学习能力的提高不仅依赖于教师的指导，还需要学生具备自给自足、自我发现、自我改进等品质。
培养学生自我评价能力有助于促进学生自主学习的发展，例如，让学生自己评价自己的学习成果，并针对自己的不足之处进行改进。
在这个过程中，教师可以通过鼓励、引导、评价等手段帮助学生加强自我评价的习惯。
新课改背景下如何培养高中生自主学习能力随着新课程改革的推进，培养学生的自主学习能力已经成为教育的重要目标之一。
自主学习能力是指学生内在的、主动的、自我调控的学习过程。
它在很大程度上决定了学生的学习成效和终身学习能力的发展。
因此，培养高中生的自主学习能力至关重要。
本文将从激发学生的学习兴趣、提供合适的学习环境、培养学生的学习方法和增强学生的学习能力四个方面浅谈如何培养高中生的自主学习能力。
首先，激发学生的学习兴趣是培养高中生自主学习能力的第一步。
学生只有对学习有浓厚的兴趣，才能主动地投入到学习中，并且保持长久的学习动力。
教师可以通过多元化的教学方法和形式，比如讲解生动有趣的课件、应用问题解决和项目学习等，来激发学生的兴趣。
同时，利用实习实训等实践机会，让学生将所学知识与实际情境相结合，培养学生对知识的实践运用能力，进而激发他们的学习兴趣。
其次，提供合适的学习环境是培养高中生自主学习能力的关键。
一个良好的学习环境能够激发学生的学习热情和主动性。
首先，学校和班级要创建积极向上的学习氛围，让学生感受到学习是一件有趣、有意义的事情。
其次，教室要布置整洁、宽敞明亮，要有丰富的学习资源供学生使用。
此外，学校要注重课外活动和社会实践，为学生提供广泛的学习机会，培养他们的实践能力。
只有提供合适的学习环境，学生才能更自主地进行学习。
然后，培养学生的学习方法是提高高中生自主学习能力的关键。
学习方法是指学生在学习过程中运用的方法和策略。
合适的学习方法能够帮助学生更高效地掌握知识，提高学习效果。
教师要引导学生学会制定学习目标和计划，培养学生的自我安排和自我管理能力。
同时，学校可以设立学习小组，让学生相互交流学习经验和方法，培养他们的合作与沟通能力。
学生要注重培养阅读、写作和思考能力，同时要善于运用网络资源和学习工具，提高自主学习的效果。
最后，增强学生的学习能力是培养高中生自主学习能力的关键。
学习能力是指学生通过学习获取新知识和技能的能力，它是学生自主学习的基础。
浅谈新课改下高中语文学生自主学习能力的培养随着社会的发展，人们对于教育的需求也不断提高。
高中生作为一个正在成长、发展的群体，他们不仅需要获取知识、掌握技能，更需要培养自主学习能力。
自主学习能力是高中生个人成长的关键，也是新课改下高中语文教育的目标之一。
本文将从概念入手，谈论高中语文学生自主学习能力的培养。
一、自主学习能力概念自主学习是指学习者自主地、自愿地选择学习的内容、学习的时机、学习的方法、学习的路径以及学习的结果，主动掌握自己的学习过程和学习成果的能力。
自主学习能力是高中生是否能够独立思考、自主决策、自觉学习、掌握知识、完善技能的重要指标，也是他们适应现代化知识和发展的需要的重要能力之一。
二、新课改下高中语文学生自主学习能力的培养新课改下高中语文学生自主学习能力的培养可以从以下4个方面进行：1.积极培养高中生的学习兴趣。
兴趣是学习的最好老师，在激发高中生的学习兴趣方面，教师可以多角度、多方面地让学生接触语文学科，例如开展文化活动、阅读推广周活动、语文知识竞赛等，既可以培养高中生的学习兴趣，又可以拓宽他们的知识结构，促进其自主学习。
2.激发高中生的主动探究精神。
高中生需要具备自我控制、自我指导和自我评价的学习能力，要培养学生的主动探究精神。
教师可以在教学中运用启发式教学、探究式教学等方法，引导学生在学习过程中积极探究，促进学生对知识的深入理解，提高自主学习能力。
3.提高高中生的学习策略意识高中生需要掌握学习策略，才能够更好地实现自主学习。
教师可以在教学中引导学生掌握概括与分类、归纳与类比、演绎与归纳、比较与对照等一系列学习策略，同时让学生形成自己的学习策略体系，提高学生的学习策略意识。
4.营造良好的学习环境。
高中生在学习过程中需要一个良好的学习环境，才能更好地发挥自主学习能力。
教师可以在教学中不断挖掘教育资源，营造丰富多彩的学习场景，让学生可以在轻松、舒适的学习环境中学习。
同时，教师还可以加强与家长之间的沟通，营造支持学生自主学习的家庭环境，提高学生的自主学习能力。
新课改下高中生自主学习能力的培养【摘要】新课改对高中生自主学习能力的培养至关重要，本文探讨了新课改理念下培养高中生自主学习能力的方式和策略。
同时也强调了提升自主学习能力的必要性，新课改为高中生提供了更多的学习机会和发展空间。
通过新课改，高中生可以更好地培养自主学习能力，提高学习效率和创新能力。
未来，新课改下提升高中生自主学习能力将成为教育的重要发展方向，新课改对高中生自主学习能力的促进作用将不断增强，推动教育更加人性化和个性化发展。
【关键词】新课改、高中生、自主学习能力、培养方式、培养策略、必要性、机会、教育发展方向、促进作用、未来发展、重要性、教育方向1. 引言1.1 新课改对高中生自主学习能力的重要性在新课改下，高中生自主学习能力的培养变得尤为重要。
自主学习能力是指学生在学习过程中能够自觉地选择学习内容、制定学习计划、寻找学习资源、解决学习问题等能力。
而新课改的理念强调培养学生的自主学习能力，使其成为能够主动学习、适应未来社会发展需求的人才。
在传统的教育模式中，学生往往是被动接受知识，缺乏主动探索和学习的动力。
而新课改提倡的是由学生自主学习为主导，教师则扮演引导和辅助的角色。
这种教育理念下，高中生需要具备良好的自主学习能力，才能更好地适应未来社会对人才的需求。
2. 正文2.1 新课改理念下高中生自主学习能力的培养方式在新课改理念下，高中生自主学习能力的培养方式变得更加多样化和灵活。
传统教育注重传授知识和技能，而新课改更加注重培养学生的自主学习能力，使其成为具有独立思考和自主学习能力的学习者。
新课改倡导学生参与式学习。
在课堂教学中，老师可以采用小组合作、讨论、探究等方式，激发学生的学习兴趣和积极性，引导学生主动参与课堂。
学生可以通过讨论、合作完成任务，从中获得知识并培养解决问题的能力。
新课改倡导个性化学习。
每个学生有不同的学习方式和节奏，在新课改理念下，老师可以根据学生的不同特点和需求进行个性化指导和辅导，帮助学生充分发挥自身潜力，培养自主学习能力。
新课改背景下如何培养高中生自主学习能力【摘要】新课改为高中生自主学习能力的培养提供了更多机会与平台，学校与家庭需协同努力。
了解新课改要求，培养学生学习兴趣和动机是关键，提供多样学习资源和环境亦重要。
引导学生制订学习计划和目标，激励独立思考和问题解决能力。
学生需自觉参与，教师需引导，家长需支持。
只有众力合作，才能使学生真正掌握自主学习技能。
【关键词】新课改、高中生、自主学习能力、学习要求、兴趣、动机、学习资源、学习环境、学习计划、学习目标、独立思考、问题解决、机会、平台、学校、家庭、合作共同努力。
1. 引言1.1 新课改背景下如何培养高中生自主学习能力在新课改的背景下，培养高中生的自主学习能力成为教育领域的重要任务。
自主学习是指学生在学习过程中具有自主选择学习方式、主动获取知识和解决问题的能力。
在传统教育模式下，学生大多是被动接受教育，缺乏主动性和创造性。
而新课改提倡以学生为中心，培养学生的终身学习能力，强调培养学生的学习主体性，激发学生的学习动机和兴趣，促进学生的自主发展。
为了达到这一目标，教师需要了解新课改对高中生自主学习的要求，提供多样化的学习资源和环境，引导学生制定学习计划与目标，鼓励学生独立思考和解决问题。
学校与家庭需要共同合作，共同努力，为学生提供良好的学习氛围和支持，共同营造一个培养自主学习能力的良好环境。
通过新课改，学校和家庭可以为高中生的自主学习能力提供更好的机会与平台，帮助他们不仅掌握知识，还能够运用知识解决实际问题，培养学生的创新能力和实践能力。
只有教育主体共同努力，才能真正帮助学生提高自主学习能力，使他们成为未来社会的栋梁之才。
2. 正文2.1 了解新课改对高中生自主学习的要求新课改作为教育改革的重要举措，对高中生的学习方式和要求有着重要影响。
在新课改中，更加强调培养学生的综合素质和自主学习能力，不再简单地灌输知识，而是更加注重学生的学习兴趣和动机。
高中生在新课改下，需要具备更强的自主学习能力，能够主动掌握知识，灵活运用知识，解决实际问题。
新课改下高中语文学生自主学习能力的培养一、引言自主学习能力是指学生能够自主掌握学习方法、自主选择学习内容、自主评价学习效果的学习能力。
高中阶段是学生体验和形成自主学习能力的关键阶段。
近年来，针对新课改下高中语文教育的改革，许多学者探讨了高中语文教育中自主学习能力的培养。
本文旨在探讨新课改下高中语文学生自主学习能力的培养。
二、新课改下高中语文学生自主学习能力的培养2.1 以“诗词文化”为主线的课程设置新课改语文教材注重学生情感体验，提高学生兴趣，其中包括“诗词文化”为主线的课程设置。
在进行“诗词文化”课程学习时，学生不仅可以对古典诗词产生兴趣，也可以为今天的现代汉语用法提供借鉴。
同时，学生可以参加有关活动，如朗读、表演、写诗等，从而提高学生的学习兴趣和学习能力。
2.2 实行小组化学习实行小组化学习可以增强学生的合作和协作能力，并培养学生的发现和解决问题的能力。
在小组内，学生可以互相讨论，交流自己的学习心得，开展问题研究和调查研究等活动，从而促进学生在语文学习中积极地学习、探究和创新。
2.3 丰富的教学形式新课改下，高中语文教育不仅注重学生探究和创新，也注重提高学生的学习兴趣。
在教学形式上推行多样化，采用多种教学方法、多种展现方式，如图片、影视等，有效激发了学生的学习热情。
2.4 开设独立阅读和写作在新课改语文教育下，高中语文阅读与写作关系更密切，由此可以培养学生的思维能力和提高总体语文水平。
独立阅读和写作是一种有机的、逻辑性很强的活动，需要学生自己探究和思考。
因此，它可以培养学生的自主学习能力。
三、总结新课改下，高中语文学生自主学习能力的培养是一个需要全校师生共同努力的过程。
在教育方面，需要不断尝试创新和改进语文课程的方式和方法，注重通识与专业的平衡和整合，创造条件鼓励学生自主学习。
在学生方面，需要重视学习的自我主体性，增强学生的学习兴趣，发掘学生的潜能并进行有效的开发和利用。
只有这样，才能有效地提高学生的学习水平和自主学习能力，为社会的发展做出应有的贡献。
浅谈新课程下学生自主学习能力的培养自主学习是指学生在学习过程中能够主动地思考、寻找问题，并采取适当的方法、策略去解决问题的能力。
在新课程背景下，学生的自主学习能力的培养被视为教育改革的重要目标之一。
以下是本人对新课程下学生自主学习能力的培养的一些浅见。
一、创设良好的条件学生自主学习能力的培养需要创设良好的条件。
首先，学校应提供充足的学习资源，为学生提供学习良好的环境。
其次，新时期的教育教学仍然需要教师的引导和指导，教师需要适应新课程的要求，科学地引导学生学习。
二、激发兴趣，提高学习积极性学生自主学习能力的培养需要激发学生的主观能动性，让学生对学习有兴趣并保持学习兴趣。
这时候，充分尊重学生、关注学生的需求和兴趣，倾听学生的心声，可以促进学生的兴趣。
此外，学校也可以通过精心设计的学习活动，如项目学习、社区服务学习等，激发学生的兴趣，鼓励他们主动探究问题、思考、学习。
三、强化学生的自我管理能力强化学生的自我管理能力也是自主学习能力的培养。
学生应该意识到自己的学习目标和学习需求，通过自我评估和反思等方式，主动开展学习计划，有计划、有目的、定期地检查和评估自己的学习成果，及时调整学习策略。
四、提供多元化的学习体验提供多元化的学习体验是自主学习能力的发展过程中的必要手段。
学校应该通过书画、音乐、舞蹈、文学等多种学科形式，让学生在体验中了解和掌握知识。
此外，针对学生的兴趣和能力，探索多种纤维艺术、生命科学实践活动、社区服务等课外活动，以生动、有趣的方式吸引学生学习。
总之，在新课程下，学生自主学习能力的培养是教育改革的重点之一。
学校应该在课程设置、教学管理、评估考核等方面下功夫，建立完善的教育体系，创设适应学生自主学习的环境，培养学生自我管理能力，并提供多元化的学习体验，从而促进学生自主学习能力的全面发展。
新课改背景下如何培养高中生自主学习能力1.前言学习是每个人的必修课，而学习方法则更是从学生到工作者的必修课。
新课改背景下，教育改革也逐渐掀起了一波自主学习的热潮。
如何学习？如何学得好？这些问题开始引起了更多的关注。
而真正让人肃然起敬的，是思考如何培养自己的自主学习能力。
2.什么是自主学习首先让我们来看一下什么是自主学习。
自主学习通常被定义为自我管理学习的过程和策略。
它涉及到学习者选择并制定他们自己的目标，选择最适合他们的方法，从而达到一定的成果。
因此，自主学习涵盖了一系列的技能和过程。
3.自主学习与传统教育的区别在传统教育中，学生由老师指导、支配。
老师说什么，学生听什么，老师教什么，学生学什么。
而在自主学习的教育模式下，学生可以根据自己的兴趣爱好和需求选择学习内容。
因此，学生可以更积极地主动学习，从而更加有效地学习。
4.自主学习的优点自主学习有许多优点：•建立学生自主学习能力，让其成为一个全面发展的人。
•增强学生的自我管理能力，培养其思考能力并提高其教育水平。
•提高学生学习动机。
•提高学生的主动学习能力，培养其积极性和创造性。
5.如何培养高中生自主学习能力自主学习是一个先进的学习理念，但如何培养Teenageagers 自主学习？下面提出几点关键要素和建议。
（1）建立合适的学习计划建立合适的学习计划是培养高中生自主学习能力的第一步。
学生需要根据自己的个性和学习目标，选择适合自己的学习计划。
（2）培养学生自我策略高中生要想具有自主学习能力，需要让他们具备良好的自我学习策略。
例如，学会如何合理规划自己的时间、如何查找学习资源等。
当然，这需要时间和训练。
（3）鼓励学生参与学习选择允许学生自由选择学习的方式或教材，鼓励学生参与，可以培养学生的自主学习能力。
学生需要了解各种策略和工具，并在办学的过程中尝试各种新的方式进行学习。
（4）鼓励学生进行反思反思是一个连贯的进程，它需要时刻关注教学，分析过程和结果。
新课改下高中生自主学习能力的培养引言随着新课改的推行，高中教育正朝着培养学生自主学习能力的方向发展。
在新的教育理念下，高中生不再只是被动接受知识，而是要通过自主探究和学习，培养自己的学习能力和创新意识。
本文将从教育改革背景、自主学习的定义和重要性、培养高中生自主学习能力的方式等方面进行探讨。
教育改革背景近年来，教育部门不断推进教育改革，提出了新的教育理念和课程标准。
新课改致力于培养学生的创新能力、实践能力和自主学习能力，注重培养学生的主动性和创造力。
在新课改的指导下，高中生应有更多机会参与学习，掌握学习的主动权，体验自主学习的乐趣。
自主学习的定义和重要性自主学习是指学生自己根据学习目标和学习内容，自主选择学习方法和学习资源，主动参与学习过程，取得学习成果的学习方式。
相比于传统的被动听讲和记忆的学习方式，自主学习更加注重学生的主动性和积极性，能够培养学生的学习兴趣和学习能力，提高学习效果。
自主学习对高中生的重要性不言而喻。
高中生处于人生发展的关键阶段，需要培养良好的学习习惯和学习能力，以应对日后的学习和工作挑战。
自主学习能力可以提高高中生的学习主动性和自我管理能力，培养他们的创新精神和解决问题的能力，为他们未来的发展奠定坚实基础。
培养高中生自主学习能力的方式1. 提供学习目标和指导在课程设计和教学过程中，教师应明确学习目标，引导学生了解学习任务和要求。
学生只有明确学习目标才能知道自己要学什么，从而有目标地进行自主学习。
2. 培养学生的学习兴趣学习兴趣是学生自主学习的重要动力。
教师可以通过创设良好的学习环境和提供丰富多样的学习资源，激发学生的学习兴趣。
同时，教师还可以根据学生的兴趣和需求，开展一些有趣的学习活动，增加学生对学习的热情。
3. 培养学习策略和方法学习策略和方法对于高中生自主学习能力的培养至关重要。
教师应该教会学生一些有效的学习策略，如制定学习计划、整理学习资料、进行思维导图等。
同时，教师还应引导学生掌握一些科学的学习方法，如阅读理解、问题解决、写作技巧等，以提高他们的学习效果和学习能力。
渭南师范学院本科毕业论文题目：新课改背景下高中学生英语自主学习能力的培养学院：外国语学院专业班级：英语专业12级专升本1班毕业年份： 2014年6月姓名：王紫君学号： 120321010 指导教师：乔明文职称：教授渭南师范学院教务处制Cultivating Students’ English Learning Autonomy under the New Curriculum Reform in Senior High SchoolByWang ZijunA Thesis Presented to School of Foreign Languages ofWeinan Normal UniversityIn Partial Fulfillment of the RequirementsFor the Degree ofBachelor of ArtsMay 20, 2014Class: Class 1 of 2012 ZSBAdvisor: Qiao MingwenCultivating Students’ English Learning Autonomy under the New Curriculum Reform in Senior High SchoolAbstract：Along with the promotion of new curriculum reform and the quality-oriented education, cultivating students’ autonomous learning ability in the English teaching has become increasingly important. The new English curriculum standards for senior high school clearly states that teachers should arouse the enthusiasm of students learning English and cultivate students’ autonomous learning ability and life-long learning ability in the senior high school English teaching. This paper, introduces autonomous learning and new curriculum reform, after making an investigation of 112 students in grade 2 from two intact classes in Huaqing Senior High School about students’ autonomous learning ability through the questionnaires, it makes an analysis of the current situation and the problems of students’autonomous learning in senior high schools, based on the theory about autonomous learning and new curriculum reform propose some measures of cultivating their autonomous learning ability in order to indicate that autonomous learning can motivate students’interests in learning English and improve learning outcomes effectively.Key words: English teaching; autonomous learning; new English curriculum; senior high school新课改背景下高中学生英语自主学习能力的培养摘要：随着新课改和素质教育的推进，培养学生的自主学习能力在教学中显得越来越重要。
《高中英语新课程标准》明确要求在高中英语教学中，教师应该在教学过程中调动学生学习英语的积极性，培养学生的自主学习能力和终身学习能力。
自主学习能力是一种对自己的学习负责的能力本。
论文以新课改为背景，从自主学习的理论入手，通过问卷调查的方式对临潼区华清中学高二年级两个班共112名同学进行了关于高中学生英语自主学习能力的调查研究，分析了高中学生英语自主学习的现状，提出了存在的问题，从而提出培养高中生自主学习能力的途径，说明自主学习的方法有助于激发学生的学习兴趣，帮助学生有效地提高学习成果。
关键词：英语教学；自主学习；新课程标准；高中Table of ContentsI. Introduction (1)II. Autonomous learning (2)A. The concept of autonomous learning (2)B. Research on autonomous learning abroad (3)C. Research on autonomous learning in China (4)D. Autonomous learning in NEC (5)III. The research on students’ autonomous learning ability in senior high school . (7)A. Background of the research (7)B. Procedures of the research (7)C. Analysis of the result of the investigation (8)IV. Measures to cultivating students’autonomous learning ability in English teaching and learning. (11)A. Stimulating students’ self-awareness of autonomous learning (11)B. Assisting students set learning goals and plans (13)C. Taking advantage of the internet resources (14)D. Guiding students to self-examine and self-evaluation (16)V. Conclusion (17)I. IntroductionWith the arrival of the information age and the global economy, English has become more and more important as the main carrier of information and the most widely spoken language in the world. Many countries have made English a foundation of quality education when developing the basic education.Nowadays, new English curriculum（NEC）clearly presents that English teaching in senior high schools should promote active learning style and task-based teaching approach, continually cultivate students’ ability to learn, and lay a good foundation for their life-long learning and self-improvement. Therefore, it requires that English teachers change the traditional teaching mode and adopt the way of student-centered teaching to help students become more and more autonomous in English learning and meet the requirements of quality-oriented education in the new situation.However, in the traditional teaching classroom, knowledge is output unilaterally and teachers and students lack necessary interactions. At the same time, in the teaching process, teachers do not pay much attention to students’ potential learning ability and cultivating their autonomy in English learning. Therefore, it is the high time teachers transferred the classroom center from the teachers themselves to the students. With the reform of the college entrance examination, English possibly not be a compulsory subject. Students’ autonomous learning ability has become a hot issue in the new English curriculum initiated by the Chinese Ministry of Education. Although English, as a global language, has become an unnecessary subject, it is still an important tool for communication. Therefore, cultivating students’ English au tonomous learning ability is a key to grasp English.This paper consists of five parts. The first part will give a brief introduction of the problem in students’ traditional English learning and present the importance of autonomous learning. Part two is literature review which introduces the theory of autonomous learning and the background of it in Chinaand abroad. In the third part, the writer gives a research on students’ autonomous learning ability in senior high school in current situation. The four th part proposes the measures to cultivating students’ autonomous learning ability in English teaching and learning. Finally, in the conclusion, the writer summaries the previous parts and emphasizes the significance of the argument of the paper again.II. Autonomous learningA. The concept of autonomous learningAs the concept of student-centered teaching proposed in the 1980s, the autonomous learning has become a heated topic of research within domestic and foreign educational psychology (Benson 237). Without any doubt, today’s educational autonomous learning is still an important theme. However, there is still no standard definition for autonomous learning. Different scholars gave out different definitions, but all of which stemmed from the discussion about the development of life-long learning and that of the independence thinking.Holec (1981:3), one of the earliest advocators of autonomy in language teaching, described autonomous learning as “the ability to take charge of one’s own learning” (cited in Thanasoulas, 2000). Those students can take charge of their own learning, that is to say they can take responsibility for making all decisions on all aspects of learning. He also pointed out that the language learner who has autonomous learning ability should have two preconditions, one is students themselves must have the ability to manage their learning; the other one is there must be a learning institution where students can govern their own learning.In this definition, the autonomous learners are capable of directly managing the process of learning by making all decisions on its management and organization. And the school, as the learning institution, also has the responsibility for students’ autonomo us learning.Littlewood (1999:20) defined autonomous learning as “learners’ capacity to use their own learning independent of teacher”. In this definition, the capacityto use their learning independent of teacher means that students can independently control over the cognitive process involved in effective self-management of learning.Littlewood’s definition is the complementary to Holec’s. From the two definitions, we can see both of which covers two aspects: the first is learners should take responsibility for their own learning; the second is learners should have a full control over their learning methods which are essential for successfully autonomy learning.In a word, the autonomous learner is capable of setting up their study goal, deciding the process and material of learning, choosing the appropriate learning methods, monitoring the process of learning and evaluating the effect of learning. Full autonomous learning is often described as the ideal one, but it has never been acquired by the learners. Therefore, there still needs to be teachers in the process of learning, who provide learning resources, learning material and learning methods to meet learners’ demand of autonomous learning and guide them to learn for themselves.B. Research on autonomous learning abroadResearch on autonomous learning abroad has a very long history and can be traced back to ancient Greece. Before the 20th century, research on autonomous learning abroad is mainly in the proposal stage. A lot of philosophers and educators put forward some ideas about autonomous learning in accordance with their own philosophical view and teaching experience, but little empirical research. The ancient Greece Socrates (469-399BC) is said to be the first person who put forwards the thought of autonomous learning abroad (Zimmerman: 41).At the beginning of the 20th century, experimentalism and pragmatism teaching thoughts rise in the west marks the modern stage of teaching thoughts. Educators and psychologists highlight the importance of students’ autonomous learning on the basis of criticizing the traditional teaching mode which will be beneficial to cultivating students’ autonomous learning ability. And they inspectand carry it out in teaching practices. Dewey and Skinner made great contributions to the preliminary experiment of autonomous learning during that time (Little 31).In the late 1960s, three things in the filed of psychology have forcefully promoted the development of autonomous learning research. One is the value of Vygotsky’s (1978) self-directed theory to be confirmed, the second is the rapid development of information processing psychology, and the third is the rise of humanistic psychology. There are several schools of autonomous learning research at this stage.A large body of researches have been conducted in the western countries to probe into the theoretical foundation of learner autonomy and how to foster learner autonomy from different perspectives. The theory of autonomous learning abroad can be divided into seven groups, the school of operation, the school of phenomenological, the school of information processing, the school of social cognition, the school of will, the school of words self-directed and the school of constructivism. They all made answers to these questions, (1) What is the motivation inspiring students’ autonomous learning? (2) How did students achieve self-consciousness and self reaction in learning? (3) What is the key process did the autonomous learners achieve their academic goals? (4) How the humanistic and social environments affect the student’s autonomous learning?(5) How does the student become autonomous learner?At present, the research of autonomous learning abroad is active, this may be a hundred flowers bloom. Each school has its own special feature and all of them have made systematic exploration. The theory and practice is significant to foster and promote the ability of students’ autonomous learning.C. Research on autonomous learning in ChinaAutonomous learning has been advocated since ancient China. However, the research aimed at foreign language autonomous learning started in the mid 1980s. In the last century, the researches of this period are mainly about introducing or commenting on the foreign research results and how to promotelearners’autonomous learning, with practical condition in China (Li 2). This research has offered some important informations to broadened our thought and widened our horizon for the research of autonomous learning. There is no relative monograph published because of the number of research is quite small during this period, especially the empirical research.Since the beginning of this century, with the rapid development of teaching method, autonomous learning has become a hot spot in foreign language area and a new trend of foreign language teaching. Some scholars stated theory monograph and contributed a large number of articles in academic journals both in China and abroad.Firstly, the teacher’s dignity has been stressed in the long history of education. Secondly, the current research and study of the theory lack specific practices. Thirdly, the research in high school segment is more than that in primary school during the basic education process.With the advent of the information age and the global economy, English has become increasingly important as the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality-oriented education when developing strategies for basic education. Since China’s refo rm and opening, the scale of its English education has continually grown, attending by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.D. Autonomous learning in NECNEC was issued in China in 2001, which is declared by the ministry of education. As the document clearly states, “Changing the study method of machinery accepting, the mechanical memorizing and the repetition training in the past. The NEC advocates students to participate in study, are willing to explore and industrious in study. The NEC aims to cultivate students’ ability to collect and process information, to acquire new knowledge, to analyze and solve the problem as well as the ability of cooperative and communication.” (Zhong etal. 2001) NEC has made new demands for teaching process, putting forward the three-dimensional targets including “knowledge and skills, process and method s, emotional attitude and values” ( Chen 18).The reformation of English education courses suggests that teacher should interact actively and develop together with students in the course of class instruction. What’s more, teachers should deal with the rela tionship between imparting knowledge and cultivating ability, and pay attention to cultivate the students’ independence and autonomy.“Took the students to knowledge”to guide students to question, investigate, explore. Students should be lively, active an d personalized in learning process. Teachers have to respect the student’s personality, focus on the individual difference and satisfy different students’ demands. The teachers’task is to create better environment of teaching and learning, linking old knowledge with new content of courses, and students are always kept in a vivid and active state for learning. The goal of new English curriculum is to make every student develop fully (Wang 26).The characteristics of autonomous learning under the NEC.a. Initiative. It is the basic feature of autonomous learning. The document clearly states, “It is necessary to gradually achieve the reform of the presentation of teaching content, the learning way of students, the teaching methods of teac hers and the interactive between student and teacher.”b. Independence. It is the core quality of autonomous learning. Independence is the inner demand of individual development as well as a basic performance of individual growth. During the course time, teachers mainly act as steerers and lead students to form their opinions and viewpoints.c. Self-evaluation. Students are allowed to evaluate themselves during learning process. They may regulate learning behavior and shape a proper self-view if they examine their learning process and outcomes.III. The research on students’ autonomous learning ability in senior high schoolA. Background of the researchThe new curriculum i s designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.The new English curriculum of senior high school reflecting the purpose of quality-oriented education, the educational ideas of students’ development, the spirit of autonomous innovation and the ability of practical. It focus on changing the way of study and cultivating the of students’ autonomous learning ability ( Chen 98).This research is about the present situation of students’ English autonomous learning in senior high school in our country, reflecting on the causes of it and the enlightenment from the senior high school English teaching by statistics and quantitative analysis.In order to make students relax, we design the questionnaire close to life and choose the colloquial words. What’s more, the options of questions have to approximate to the students’real mind, close to their inner world as soon as possible. All of these make students answer the question truthfully.B. Procedures of the researchThe subjects are the students of grade 2 from two intact classes in Huaqing Senior High School on students’autonomous learning ability. There are 112 students in the two classes in total, including 59 boys and 53 girls. The writer issued a questionnaire to all of them and receive effective questionnairesfrom 108 students. The writer wants to know that the students’autonomous learning ability at this stage through the survey, believing that the students in grade 2 have certain autonomous learning ability through adaptive learning stage. Therefore, they get a certain autonomous learning willingness under the strong desire to improve the English and the pressure of college entrance examination, making the investigation more representative and more general.C. Analysis of the result of the investigation1. Result of the investigationTo investigate students’ English leaning situation in senior high school, the writer did telephone interview and conversation in free time and designed an integrated questionnaire which contains 20 items, 15 of which have four choices and the rest have two or three choices in order to make the results more effectively. The questionnaire covers four areas, students’ attitudes towards their own responsibility and initiative in English learning; students’preparation of English class; students’work of English class and students’ study habits after class. To avoid that categorized arrangement may have some influence on students’responses to the questions, the writer arranged the items on the questionnaires randomly.The following are the data collected from the questionnaires about the students’ autonomous learning ability in senior high school in current situation, the specific contents are detailed in Appendix.Table Statistics of the QuestionnairesItems Percentage(%)A B C D1 44.44 21.30 25.93 8.332 77.78 17.59 4.63 ／3 8.33 11.11 74.07 6.484 48.15 29.63 9.26 12.965 37.04 62.96 ／／6 97.22 2.78 ／／7 41.67 48.15 10.16 ／8 46.30 31.48 12.96 9.269 13.89 48.15 31.48 6.4810 23.15 63.89 12.96 ／11 21.30 60.19 12.04 6.4812 14.81 26.85 40.74 17.5913 13.89 21.30 42.59 22.2214 63.89 19.44 11.11 5.5615 5.56 21.30 50.00 23.1416 21.30 47.22 24.07 7.4117 12.04 38.89 40.74 8.3318 20.37 28.70 38.89 12.0419 9.26 33.33 43.52 13.8920 24.07 68.52 7.41 ／2. Analysis of the result(1) The majority of students believe that it is necessary to cultivate students’ autonomous learning ability in learning English, which is indicated by the high percentage of agreement responses on item 1. And 74.07 percent students agree exams are what motivate them to work hard in language learning. Most of them lack of specific aim in the process of learning. And in item 5, 62.96 percent students don’t make a plan for learning English. It shows that most students lack of planning in English learning process. The results suggest that most students tend to be autonomy learner in English learning. Although students are aware of their own responsibilities in language, they see it as following the teacher’s instruction, rather than taking initiatives in managing their own learning. In other words, students conceive their role as the “consumer”of their learning process, instead of the “producer” of their learning program. And most of students in senior high school were greatly influenced by the exam education for admission qualifications for colleges. They were lack of interest in English and intrinsic motivation.(2) More than half of the students don’t have a good habit of preview. Such as item 8, 53.7 of the students cannot preview the lesson before class while some of them just in order to fulfill the task given by teachers. And most of the students can’t find the key point or difficult point by themselves when they preview the text. The result suggests that most students become passive in the most basic aspects of preparation before class. Students tend to consider their teachers as the main source of learning. They think it is the teachers’ job to tell them what they have to do and what they have to learn. They view knowledge as something to be transmitted by the teacher rather than be discovered by the learner.(3) Most students listen to teachers and take notes carefully in class, but minorities of them answer the question actively in class. Most of the classmates were in a comparative learning condition.Item 11 tells us 81.49 percent students know what they need and the majority of their class notes are useful. But only 14.81 percent students always answer the question actively in English class. What’s more, only a small number of students take an active part in English class while most of them play a passive role in the learning process. Although students can take class notes effectively, the main mode of their learning is a passive acceptance, mechanical imitation and lack of initiative. Students lack the basic ability and scientific methods to learn English. They just finish their homework according to the requirements automatically while most of them don’t have the habit of learning English actively.(4) Almost all of the students could finish the English homework on time, but most of then just for fulfill the task given by teachers. What’s more, students who can review the lessons regularly and summarize the knowledge are few. In item 16, to nearly half of the students, read the text and language points every day never and merely be an interesting process for exploring knowledge, but a task given by teachers. And only 12.04 percent students always review the knowledge they have learned before. Another item we want to single out for discussion here is item 20. Senior high school students get a certain autonomouslearning consciousness under the strong desire to improve the English and the pressure of college entrance examination. Most students could learn English by themselves or in training agency if there was no English class in our school. It is a rare thing that most of the students could recognize the necessity and importance of learning English, even if English may not be a compulsory subject in college entrance examination.IV. Measures to cultivating students’ autonomous learning ability in English teaching and learning.Teacher plays an irreplac eable important role in the students’English autonomous learning. Therefore, as a teacher, how should he or she intervene in students’ autonomous learning? So that teacher can not only play a leading role, but also can promote students’ autonomous learning ability.A. Stimulating students’ self-awareness of autonomous learningAutonomous learning is the target of school education. At the same time, our society needs people to achieve life-long education and continuous self-improvement to take part in the process of autonomous learning and gradually increase the efficiency of the autonomous learning, they still need teachers to give them a hand and teach them those learning methods and skills for their further study to promote their self-awareness into strong learning desire.However, the students’ active learning motivation mainly comes from the consciousness of their learning. If we want to strengthen the sense of autonomy, we can not do without the stimulus of external demands (Wenden 165). Only if teachers give timely guidance to help them overcome the difficulties and obstacles, for example, teachers could develop students’autonomous learning ability through preview the new vocabulary. Students should take measures to solve the problem in the process of preview in the frist place such as looking in the dictionary, asking teachers or students for help or obtaining information through the Internet. In fact, the process helps the students themselves to formthe effective learning strategies and greatly improve their abilities of researching, autonomous learning and creative thinking. Meanwhile, teachers’help is necessary for the students. Here are some examples in English teaching: Example one, when we teach the new vocabulary in “Senior English for China Students’Book 1 Unit 5”, we can guide the students to read each vocabulary correctly and ask them to preview the key vocabularies. The key vocabularies in this unit are these: scene, award, degree, speed, take off, owe, determine, live, comment, think highly of and so on. To a degree, teachers can require students to preview these vocabularies. Such as the word “award”, the vocabulary list requires students to master the usage of the nouns, however it is necessary for students to know about the usage of the verbs when going over the vocabulary list. What’s more, the content of preview is not only the new vocabulary but also the text.Example two, “in the English Poetry”( Book 2A Unit 4), the writer designed the following activities before this class:Step 1 Chinese poets and poetry(1) The teacher reads Li Bai’s Jing Yesi and asks students some questions. “What is the title of the poem? Who wrote it? What did the poem wanted to express?”(2) Then the teacher asks some questions after the students’ fever debate: “do you know the English translation of this poem? Could we try to translate it into English?”Step 2 Introduction to English poetryTeacher asks: “Do you think these English translations are beautiful?”And the teacher draw out the subject of the text while the question was approved by the students. Today we are going to learn something about English poets and poetry. Before reading the text, let us make a prediction: “What words you would expect to find in a text about poetry? Write down five key words... ”And read the text quickly and check if there appears the key words which students write down or not. And then find out the topic sentence of thetext. It is easy for students to fulfill the task based on step 1.This method not can only trigger students’enthusiasm in the English learning, but also cultivate students’autonomous consciousness in the process of using the language.B. Assisting students set learning goals and plansAutonomous learning process of the primary task is to determine the learning objectives. In the English autonomous learning, students must determine their own long-term goals firstly. The specific approach is to help teachers to understand the outline or syllabus on the students’ foreign language skills and make a series of plans to achieve their own goals (Shao 28). After the long-term goal has been designed, teachers should help students to establish their short-term goals based on differences in individual students. When students’ short-term goal fails, teachers should guide students to analyze: Why failed? Is goal-setting reasonable? Compared to the ability of students, the goals set too high or too low? This analysis not only helps to enhance students’confidence, but also help the students improve their goals. At the same time, it also can stimulate self-learning awareness of students. The following ways can be used in English teaching.1. Teachers’ explanation and analysis on teaching requirementAt the beginning of new term, teacher can draw out time to explain and analysis the general teaching requirement in different stages, which can include the learning objective, the learning content and material, class-time assignment and expected results. According to these requirements, students can make clear and proper English goal and plan.2. QuestionnairesOnly after students know their own strengthens and weakness and the needs of learning can they know how to strive and form positive will to autonomous learning. For this, teacher can make the questionnaire to ensure students to understand the needs and real situation of English learning. And this questionnaire should contain these contents; students’interests in English。
