Due to the impact of traditional teaching concepts and examination-oriented education, teachers are accustomed to using spoon-fed teaching methods; because they worry that autonomy will affect the completion of teaching tasks。 Many teachers are keen to teach students to dig deeper into the material。 In fact, the more teachers talk in class, the more tired the students are。 For a long time, students will become inert。

In the long-term learning, students are accustomed to listening and accepting, which causes the lack of awareness of the problem and the spirit of autonomy。 The teacher’s authority also tends to suppress students’ unique views and personality claims。 Learning becomes a means of transmitting knowledge rather than exploring。 As time passes, students do not want to use their brains and just listen to lectures passively。 There are even many students have the idea that the main task in the school is to study for the exam, as long as the good grades on the line, and the cultivation of learning ability does not matter。 Students have no sense of ownership and lack the spirit of active participation。 Autonomous learning is to ask students to take the initiative to learn。

This paper attempts to make clear statements on the concept of autonomous learning and analyze the current situation about it, because it is the need of quality-oriented education, lifelong education and new curriculum。 Then I will provide some suggestions for developing students’ autonomous learning。 This paper aims to bridge the gap between theory and practice in autonomous learning of English。 Last but not least, it is a little effort to further improve students’ autonomous learning ability。

The whole paper consists of six parts。 The first part is a brief introduction to the research background and significance of the study。 The second part is the literature review。 The third part is the relevant theory relating to learning and teaching strategies。 The fourth part introduces the concept, characteristics and related factors of autonomous learning。 The fifth part presents some training strategies to cultivate students’ autonomous learning ability。 The sixth part presents some summary and enlightenment, as well as some limitations of the present stage。

2。 Literature Review论文网

The idea of autonomous learning has a long history。 For more than 30 years, scholars have made a lot of academic research on how to promote autonomous learning。 There are more than ten monographs on this field in foreign countries。

Among the many Western scholars, the most representative of the definition of autonomous learning is the famous American independent research expert, Professor Zimmerman of Washington University。 In the 1990s, Zimmerman established a representative theory of autonomous learning on the basis of extensive absorption of predecessors’ achievements。 Zimmerman believes that the current students are active participants in metacognition, motivation and behavior and their learning is independent。 Specifically, if students can use their metacognitive strategies actively and flexibly, they can stimulate their learning motivations and actively make self-observation, self-judgment and self-reaction on their own learning behaviors, then their learning is autonomous。 He then explained the essence of autonomous learning from six aspects, such as motivation, learning method, learning time, learning behavior, learning material environment and learning sociality。 He believes that the motivation for self-learning should be internal or self-excited and learning methods should be planned。 They realize that learning results are closely related to the social environment of learning。

Autonomous learning in China did not begin until in the early 90s of the 20th century。 During this period, the research level of the research is very different。 Many scholars have done some researches about it and obtained some achievements。 Chinese scholars generally believe that autonomous learning refers to the students dominating their own learning, which is thought as an opposite method to selfless-learning (Yu Wensen 32-33)。 It mainly expresses in the following aspects: such as the plan, regulation, evaluation and the feedback of the learners。 Most of the domestic researches explore the independent study from the teaching mode, teaching structure and other aspects。