论高中生英语自主学习能力的培养英语论文

XXXX大学本科毕业论文（设计）任务书 编 号： 论文（设计） 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 目： 论高中生英语自主学习能力的培养 学院： XXXX学院 专业： 英语教育 班级： XXXX级英语教育1班 学生姓名： XXXX 学号： XXXX 指导教师： XXXX 职称： 教授 1、 论文（设计）研究目标及主要任务 本论文的研究目标是探讨自主学习的重要作用及如何培养中学英语教学。其主要任务是指导中学学生的英语自主学习能力的培养。 2、论文（设计）的主要内容 本论文分为三章，第一章自主学习能力的定义、理论依据以及重要性，第二章介绍学生在自主学习能力培养中的作用，第三章阐述教师对自主学习能力的养成的辅助作用，最后一章说明家庭因素在学生自主学习能力的培养中的作用。 3、论文（设计）的基础条件及研究路线 本论文的基础条件是中外语言学家及教育学家对自主学习的研究和讨论。 研究路线是通过对自主学习的理论研究，从学生、教师和家长三个方面探讨培养学生英语自主学习能力的方法。 4、主要参考文献 Dam, L. (1995) Autonomy from Theory to Classroom Practice. Dublin: Authentik. Krashen，S.D. (1982). Principles and Practice in Second Language Acquisition［M］. New York：Pergamon Press Ltd.. Piaget, J. (1985). The equilibration of cognitive structure: the central problem of intellectual development. Chicago: The University of Chicago Press. 刘景福：PBL：自主学习的新模式，《宁波大学学报》（教育科学版），2007（10）。 5、 计划 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 进度 阶段 起止日期 1 确定初步论文题目 3月16日前 2 与导师见面，确定大致范围，填开题报告和任务书，导师签字 3月16日-3月23日 3 提交论文提纲 3月23日-3月30日 4 交初稿和文献综述 3月30日-4月20日 5 交终稿和评议书 5月8日前 指 导 教师： 年 月 日 教研室主任： 年 月 日 注：一式三份，学院（系）、指导教师、学生各一份 XXXX大学本科生毕业论文（设计）开题报告书 XXXX 学院 英语教育 专业 XXXX 届 学生 姓名 XXXX 论文（设计）题目 论高中生英语自主学习能力的培养 指导 教师 XXXX 专业 职称 XXX 所属教研室 英语高级教研室 研究方向 英语教学法 课题论证：从学生、教师及家长三方面论证如何培养高中生的英语自主学习能力。 方案 气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载 设计：第一章自主学习能力的定义、理论依据以及重要性， 第二章介绍学生在自主学习能力培养中的作用， 第三章阐述教师对自主学习能力的养成的辅助作用， 第四章说明家庭因素在学生自主学习能力的培养中的作用。 进度计划：3月16日前确定初步论文题目 3月23日前写开题报告、任务书 3月30日前提交论文提纲 4月20日前提交初稿和文献综述 5月8日前交终稿和评议书 指导教师意见： 指导教师签名： 年 月 日 教研室意见： 教研室主任签名： 年 月 日 XXX大学本科生毕业论文（设计）评议书 姓 名 XXX 学院 XXX学院 专业 英语教育 年级（班） XXX级英语教育1班 论 文 题 目 论高中生英语自主学习能力的培养 完成时间 2013/5/8 论 文 内 容 摘 要 随着时代的发展，信息的传播速度越来越快。中外的政治、经济、文化的联系也越来越密切，因此学习英语这一国际通用语变得尤为重要。在英语教学中应注重培养学生使用英语交流，阐述思想，解决问题的能力。虽然我国在英语教学方面曾经而且正在进行着改革。然而我国的英语教学仍然存在着很多的问题。要解决这些问题，培养学生的自主学习能力不失为一个行之有效的方法。 本文重点介绍了在学习者自主学习能力的培养中学生、教师和家长的责任和作用。学生是自主学习的主体，理应被放在中心位置。然后本文介绍了教师协助作用也是不可以忽视的。我国著名教育学家陶行知先生曾经说：“好的先生不是教书，不是教学生，乃是教学生学。”最后，文章介绍了家长在这一过程中的作用。要实现培养中学生自主学习能力这一目标需要各方面力量的积极合作。 指 导 教 师 评 语 年 月 日 指 导 教 师 职称 初评成绩 答辩小组 姓名 职称 教研室 组长 成员 答辩记录： 记录人签字： 年 月 日 答辩小组意见： 组长签字： 年 月 日 学院意见： 评定成绩： 签章 年 月 日 XXX大学本科生毕业论文（设计）文献综述 Literature Review Learner Autonomy has come into vogue in foreign language education in the past years, especially after the raise of lifetime learning idea. Language teaching is now treated as language learning and it has put the learner as the core of our attention in language learning education. The term “learning autonomy” was first put forward in 1980s by Henri Holec who is considered the “father” of learner autonomy. The term has many definitions. It has been considered as a personal characteristic, as a political concept, or as an educational practice. This is because autonomy is regarded either or both as a method or as a final goal in education. There are many famous definitions in present literature. Holec (1981) defined autonomy as “the ability to take charge of one’s own learning”. By David Little (1991), “autonomy is essentially a matter of the learner's psychological relation to the process and content of learning”. Leslie Dickinson has put forward that learning autonomy is a situation in which the learner is completely reposeful for the choices concerned with his or her learning and the effect of those choices. Phil Benson view learning autonomy as “a recognition of the rights of learners within educational systems”. Learning autonomy is based on Constructivism theory. It is a theory to explain how knowledge is constructed in the humankind when information brings into contact with knowledge in existence that had been developed by experiences. It has its origins in cognitive psychology and biology and an approach to education that put emphasis on the ways knowledge is created in order to fit in the world. Constructs are different types of filters we choose to put over our realities to change our reality from confusion to order. Constructivist learning theory is a philosophy thought prevailed in 1960s and 1970s. It was first proposed by Swiss psychologist Piaget. According to the theory, students’ knowledge is not gained through teachers’ lecture but gained through active and constructing way with the help of others, by using necessary learning material in certain circumstance, that is, socio-cultural background. The core of constructivism is: regarding students as the center of learning, emphasizing students searching knowledge actively. Constructivism stands that the type of learner is self-directed, creative, and innovative. The objective in education is to become creative and innovative through analysis, conceptualizations, and synthesis of previous experience to create new knowledge. The learning goal is the highest order of learning: heuristic problem solving, meta-cognitive knowledge, creativity, and originality. Discovery learning is a technique of inquiry-based instruction and is considered a constructivist based approach to education. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. Although this form of instruction has great popularity, there is some debate in the literature concerning its efficacy (Mayer, 2004). Jerome Bruner is often credited with originating discovery learning in the 1960s, but his ideas are very similar to those of earlier writers (e.g. John Dewey). Bruner argues that “Practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving” (Bruner, 1961, p. 26). This philosophy later became the discovery learning movement of the 1960s. The mantra of this philosophical movement suggests that we should learn by doing. In 1991, The Grauer School, a private secondary school in Encinitas, California, was founded with the motto, “Learn by Discovery”, and integrated a series of world-wide expeditions into their program for high school graduation. Instructional scaffolding is a learning process designed to improve a deeper level of learning. Instructional scaffolding is the obligation of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include the following: resources, a compelling task, templates and guides, guidance on the development of cognitive and social skills. Self-regulated learning theory attempt to explain why and how students learn on their own and what students should know about themselves and study tasks in order to learn independently. It focuses on how students manage their own learning. It describes a process of taking control of and estimating one's own learning and behavior. Self-regulated learning put emphasis on autonomy and self- regulated learners must be capable to monitor, direct, and regulate actions toward goals of information acquisition, expanding knowledge, and self-improvement. Particularly, self-regulated learners are aware of their academic strong points and weak spots, and they can use appropriate strategies to deal with the challenge of learning tasks. Students who are self-regulated learners believe that opportunities to take on challenging tasks, practice their learning, develop a deep understanding of subject matter, and exert effort will give rise to academic success. In part, these characteristics may help to explain why self-regulated learners usually exhibit a high sense of self-efficacy. In the educational psychology literature, researchers have linked these characteristics to success in and beyond school. The researches on autonomous learning in foreign countries began in the 1970s, developed in the 1980s, and to the end of 1990s achieved a very high achievement both in the aspects of theory and practice. It is now in its mature period. The foreign scholars focus on diversification of the objects of the study, and they try to take care of all levels of the students. The objects of research are decentralized. Their researches are based on empirical research, and supplemented by speculative research. The main contents of their studies involve the definition and connotation of autonomous learning, hierarchical and principle of autonomous learning, the theoretical foundation for autonomous learning, autonomous learning conditions, promoting or restricting factors of autonomous learning, teachers’ role in autonomous learning, culture suitable for autonomous learning, autonomous learning center establishment, autonomous learning strategies, self-regulated learning approaches, contents and methods. In foreign countries, more than 20 books about autonomous learning have been published, and academic papers are also too many to count. It has formed a set of more perfect autonomous learning theory, which provides the theoretical basis for the research at home. Many scholars have paid close attention to autonomous learning since 1980s. Some of them focused on the philosophical, ideological, social, and political aspects (Holec, 1979); some on more abstract or practical aspects of the concept (Benson & Voller, 1997); many other researchers have bone their investigation on autonomous learning(Broady & Kenning, 1996). Researches on autonomous learning in China began in the 1990s, 20 years later than abroad, and developed slowly. We are still in the development stage. And the studies in foreign countries are the theoretical basis for research in China. The research objects of Chinese scholars’ researches are relatively concentrated. They focus on the study of mixed groups of students. Chinese scholars’ researches mainly focused on two aspects: the introduction of foreign research findings and the cultivation of autonomous learning ability in the situation of China. Their researches are narrower. There are many aspects that they haven’t even noticed, such as the subjective and objective factors that restrict autonomous learning, the cultivation of autonomous learning ability out of class, and so on. However, the researches on autonomous learning at home have made a great progress recently. There are 7 monographs, they are: Pang Weiguo’s Autonomous Learning: Learning and Teaching Theory and Strategy (East China Normal University press, 2003), Xu Jinfen's Autonomous Learning Theory and Practice in College English Teaching (Chinese Academy of Social Sciences, 2007), Zheng Jinzhou's Autonomous Learning (Fujian Education Press, 2005), Sichuan Education Press’ Autonomous Learning (Sichuan Education Press, 2005), Lin Li’s The Application of Autonomous Learning in English Teaching (Capital Normal University press, 2005), 100 Wonderful Pieces of Autonomous Classroom edited by Beijing Haidian Research Institute of Education Science (KaiMing press, 2006), Jin Yanfeng’s Autonomy and Guide: the Guiding Strategies of Classroom Teaching on the Basis of Autonomous Learning (2004: 5). In addition, there are more than 500 academic papers published whose keyword is autonomous learning. Previous researches on autonomous learning have mainly focused on western researchers’ opinions which are feasible in foreign countries. Their strategies are not workable in China which has different educational traditions. As a result, aiming to investigate how learners respond to autonomous learning in Chinese high school is more difficult. Chinese researchers Cheng Xiaotang (1999) and few other people have made tentative researches on learning autonomy in China with illustration of the concept, but they put it into too broad range lacking of practical implications. 本科生毕业论文设计 题目：论高中生英语自主学习能力的培养 作者姓名： XX 指导教师： XX 所在学院： XX学院 专业（系）： 英语教育 班级（届）： XX届 完成日期 2013 年 5 月 8 日 On Cultivating High School Students` Autonomy in English Learning BY XX Prof. XXX, Tutor A Thesis Submitted to Department of English Language and Literature in Partial Fulfillment of the Requirements for the Degree of B.A. in English At XXXXUniversity May 8th, 2013 Abstract With the development of the society, the information changes faster and faster. The contact between China and other foreign countries in political, economy and culture becomes closer. Therefore, learning English, an international language, becomes more important. In English teaching, teachers should focus on training students to use English to express thoughts and solve problems. Although the reform in our country’s English teaching has been carrying on, there still exist many problems in Chinese English teaching. To solve these problems, the cultivation of students' autonomous learning ability is an effective method. This paper focuses on the role of students, teachers and parents in the fostering of students’ autonomous learning ability. Students, who are the main body of independent study, should be put at the central position. The importance of teachers’ assisted effect can not be neglected. Chinese famous educator Tao Xingzhi once said: "a good teacher is not to teach textbook, not to teach the students, but to teach students to learn." At last, the thesis introduces the parents’ role in the process of cultivating students’ autonomous learning. To achieve the goal of training students’ active autonomous learning ability needs the cooperation of different people. Key words: autonomous learning, learning strategies, high school English learning 摘要 随着时代的发展，信息的传播速度越来越快。中外的政治、经济、文化的联系也越来越密切，因此学习英语这一国际通用语变得尤为重要。在英语教学中应注重培养学生使用英语交流，阐述思想，解决问题的能力。虽然我国在英语教学方面曾经而且正在进行着改革。然而我国的英语教学仍然存在着很多的问题。要解决这些问题，培养学生的自主学习能力不失为一个行之有效的方法。 本文重点介绍了在学习者自主学习能力的培养中学生、教师和家长的责任和作用。学生是自主学习的主体，理应被放在中心位置。然后本文介绍了教师协助作用也是不可以忽视的。我国著名教育学家陶行知先生曾经说：“好的先生不是教书，不是教学生，乃是教学生学。”最后，文章介绍了家长在这一过程中的作用。要实现培养中学生自主学习能力这一目标需要各方面力量的积极合作。 关键词：自主学习, 学习策略, 高中英语学习 Contents Abstract in English················································································ iii Abstract in Chinese··············································································· iv 1. Introduction·····················································································1 2. Literature review··············································································· 4 2.1 Definition of autonomy···································································· 4 2.2 The theories and researches about autonomy in English learning····················5 2.2.1 The theoretical bases·································································5 2.2.1.1 Constructivism ·······························································5 2.2.1.2 Discovery learning···························································5 2.2.1.3 Instructional scaffolding···················································· 6 2.2.1.4 Self-regulated learning······················································ 7 2.2.2 The researches at home and abroad················································8 2.2.2.1 Researches abroad··························································· 8 2.2.2.2 Researches at home·························································· 9 3. Cultivating learning autonomy······························································ 11 3.1 The role of students······································································· 11 3.1.1 Learner’s attitude and motivation················································ 11 3.1.2 Learning strategies································································· 13 3.1.2.1 Cognitive strategy···························································14 3.1.2.2 Meta-cognitive strategy···················································· 15 3.1.3 Self-esteem···········································································15 3.1.4 Cooperative learning································································16 3.2 The role of teacher·········································································18 3.2.1 The problems in English teaching················································ 19 3.2.2 Things teachers should do························································· 20 3.3 The role of family··········································································23 4. Conclusion······················································································· 25 References···························································································26 1. Introduction There are more and more opportunities to contact with foreign countries with the development of economy and science. As a result, English becomes an international tool to communicate. In order to learn advanced skills and exchange ideas, students should have the abilities to use English appropriately and accurately. English teaching and learning thus play a decisive role. But there are a lot of disadvantages in traditional teaching mode and it cannot adapt to the needs of the development. In school, many English teachers still teach in traditional ways which ignore students’ central position. In class, teacher occupy most of the time to construe the content of the text, both teachers and students spend plenty of time and energy. But the promotion of students’ ability is slow; listening, speaking, reading and writing are seriously disjointed with each other, and low expression ability in speaking and writing has a strong impact on students. Students are forced to study. Passive learning occupies the teaching and learning. Teachers do things for the students which should be done by students themselves. Little time is available for students to read, think and do things on their own. Students have never been the master of study. Passive learning and dull rigid teaching style have become the bottleneck for improving classroom teaching quality. Under these circumstances, it is very necessary to reform the English teaching method. Constructing student-oriented teaching method and cultivating students’ learning autonomy is an effective strategy to change this situation. But easier said than done. Although since 1980s educators and foreign language teachers have taken notice of learning autonomy, and some new theories have been established, there still are many problems in practice. In recent years, students, the language learners, have drawn the attention of educators and teachers who had been researching language itself and teaching materials and methodology before. Students sit in the same classroom. They are taught by the same teacher with the same textbook. But their learning results are often very different from each other. From this we can see that it is the language learners who contribute more to the learning effects. In the learning process, language learners should be placed in the central position of language learning. Each student is unique. They are different from each other, so it is very difficult for the teacher to teach students in accordance with their aptitude in Chinese large classes. Consequently, it is very necessary to teach the students how to learn. As the saying goes, “to teach him to fish is better than to give him fish”. This proverb shows the importance of fostering the ability of living independently. This also works for our English learning. Teacher cannot be with students for their whole life, so students in order to keep up with the development of the society must establish the concept of lifetime learning and develop the ability of autonomous learning. Autonomous learning is a chief subject in the research on education at present. It is a modern study theory which develops based on constructivism which put an emphasis on learner-oriented philosophy. This new kind of teaching method should embody practicality of English teaching and learning, and make both teachers and students more active in the process of learning, and especially make sure students’ central position. Autonomous learning refers to the capability to control all aspects of one’s learning, including self-planning, self-direction, self-regulation, self-monitoring to self-evaluation. Learning autonomy was first put forward in 1981 by Holec, who is regarded as the father of learning autonomy. Many definitions have been given to this term. It has been regarded as a personal human trait, a political measure, or an educational move. This is because autonomy is seen as a mean or as an end in education. The necessity of cultivating autonomous learning is not only the needs of the inside rules of second language acquisition but also the requirement of quality-oriented education. According to second language learning theory, language learner should receive enough language input. Krashen said that linguistic competence is only advanced when language is subconsciously acquired, and that conscious learning cannot be used as a source of spontaneous language production. Learning is seen to be heavily reliant on the mood of the learner, with learning being destroyed if the learner is under stress or does not want to learn the language. Language learning is a goal-oriented action. The goal of language learning is not the mastery of the language knowledge, which considers the number of words and grammars the learner have remembered, but the ability to express their own thoughts frequently and more important, the mastery of learning strategy, that is, the learning skills and methods that lifetime learning calls for. This goal is the procedural objective of language learning, namely, learning autonomy. The essential-quality-oriented education entails to improve students personality and promotes their all-round development. On the basis of quality-oriented education, it is essential to teach basic knowledge, and it is more important to develop students’ correct learning skills and the ability of self-study. This paper is aim to talk about how to cultivate high school students’ autonomy in English learning. Why high school? First, in high school, students have already learned English for several years. They have already grasped some basic knowledge of English, and if they know how to learn on their own, in another word, autonomously, it will be much easier for them to learn effectively and for their teachers to teach effectively. Second, based on the actuality of English learning in China, it is practical and doable to foster students’ autonomy in English learning in high school. Some suggestions are presented by the author in this thesis. Here is the outline of this thesis. In chapter one, the author gives a brief introduction of the main topic of this paper and explains the significance of the study. Chapter two is the literature review of learning autonomy, and it contents two parts, different definitions of autonomy and the theories and researches of autonomy in English learning. Chapter three is about the history and actuality of autonomy in Chinese English learning. It is mainly about the actual situation of learning autonomy in Chinese high schools. Chapter four talks about the methods of cultivating learning autonomy. This part will be discussed from three aspects: students, teacher and family. In the first part, the author gives us an overall view of the internal factors which influence the fostering of learning autonomy---- learning strategy, learner’s attitude and motivation, self-esteem, and cooperative learning. The second and third part talk about the roles and responsibilities of teacher and society. Chapter five presents the conclusion and ends with the research limitations and expectation. 2. Literature review 2.1 Definition of autonomy After the raise of lifetime learning idea, learning Autonomy has come into vogue in foreign language education in the past few years. Language teaching is now treated as language learning. It has put the learner as the core of our attention in language education. Learning autonomy was first put forward in 1980s by Holec who is considered the "father" of learning autonomy. The term has many definitions. It has been considered as a personal characteristic, as a political concept, or as an educational practice. This is because autonomy is regarded either or both as a method or as a final goal in education. There are many famous definitions in present literature. Such as: Holec (1981) defined autonomy as “the ability to take charge of one’s own learning”. By David Little (1991), “autonomy is essentially a matter of the learner's psychological relation to the process and content of learning”. Leslie Dickinson has put forward that learning autonomy is a situation in which the learner is completely responsible for the choices concerned with his or her learning and the effect of those choices. Phil Benson view learning autonomy as “a recognition of the rights of learners within educational systems”. Though there are so many definitions about learning autonomy, none of them are accepted by everyone. It is hard to define the term learning autonomy. This is because the educators and researchers can set out their ideas from so many perspectives. One of the pivotal aspects to take into consideration in defining learning autonomy is whether we are talking about learning a foreign language or making people autonomous learners. These two options decide what elements we should put our attention on. When talking about language learning, the rules of language learning should be taken into consideration. On the other hand, when it comes to learning in general, the learner should be supreme. In the light of the main topic of the thesis, the author believes that learning autonomy should contain the following aspects: 1) Learners should have active attitude towards learning and take part in learning activities spontaneously. 2) Learners should take total responsibility for their learning. 3) Learners should acquire some skills and strategies to finish the tasks and realize the goal independently. 4) Time and chances should be available for the learner to practice and grasp the capacity of independent learning. 2.2 The theories and researches about autonomy in English learning 2.2.1 The theoretical bases 2.2.1.1 Constructivism  Learning autonomy is based on Constructivism theory. It is a theory to explain how knowledge is constructed in the humankind when information brings into contact with knowledge in existence that had been developed by experiences. It has its origins in cognitive psychology and biology and an approach to education that put emphasis on the ways knowledge is created in order to fit in the world. Constructs are different types of filters we choose to put over our realities to change our reality from confusion to order. Constructivist learning theory is a philosophy thought prevailed in 1960s and 1970s. It was first proposed by Swiss psychologist Piaget. According to the theory, students’ knowledge is not gained through teachers’ lecture but gained through active and constructing way with the help of others, by using necessary learning material in certain circumstance, that is, socio-cultural background. The core of constructivism is: regarding students as the center of learning, emphasizing students searching knowledge actively. Constructivism stands that the type of learner is self-directed, creative, and innovative. The objective in education is to become creative and innovative through analysis, conceptualizations, and synthesis of previous experience to create new knowledge. The learning goal is the highest order of learning: heuristic problem solving, meta-cognitive knowledge, creativity, and originality. 2.2.1.2 Discovery learning Discovery learning is a technique of inquiry-based instruction and is considered a constructivist based approach to education. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. Although this form of instruction has great popularity, there is some debate in the literature concerning its efficacy (Mayer, 2004). Jerome Bruner is often credited with originating discovery learning in the 1960s, but his ideas are very similar to those of earlier writers (e.g. John Dewey). Bruner thinks that "Practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving" (Bruner, 1961, p. 26). This philosophy later became the discovery learning movement of the 1960s. The mantra of this philosophical movement suggests that we should learn by doing. In 1991, The Grauer School, a private secondary school in Encinitas, California, was founded with the motto, "Learn by Discovery", and integrated a series of world-wide expeditions into their program for high school graduation. Bruner views that the student should become an active participant of learning process. In The Process of Education (1960) he insists that, given the proper teaching method, every student can successfully study any subject. Discovery learning can occur whenever the student is not provided with an exact answer but rather the materials in order to find the answer themselves. Discovery learning takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. 2.2.1.3 Instructional scaffolding Instructional scaffolding is a learning process designed to improve a deeper level of learning. Instructional scaffolding is the obligation of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include the following: resources, a compelling task, templates and guides, guidance on the development of cognitive and social skills. Scaffolding theory was first introduced in the late 1950s by Jerome Bruner. The term was used to describe young children’s oral language acquisition. Young children are provided with instinctive structures to learn a language with the help of their parents when they first start learning to speak. Bed-time story is a classic example. Scaffolding comes from Vygotsky’s (1978) concept of an expert assisting a novice, or an apprentice. Wood, Bruner and Ross’s (1976) idea of scaffolding parallels the work of Vygotsky. They described scaffolding as the support given to a younger learner by an older, more experienced adult. This concept has been further developed by Jesper Homffmeyer as ‘semiotic scaffolding’. A scaffold is a temporary framework that is put up for support and access to meaning and taken away as needed when the child secures control of success with a task. A scaffold was defined by Cazden (1983) as “a temporary framework for construction in progress”. For instance, parents seem to know how to scaffold their children’s attempts at negotiating meaning through oral language. The construction of a scaffold occurs at a time where the child may not be able to articulate or explore learning independently. The scaffolds provided by the tutor do not change the nature or difficulty level of the task; instead, the scaffolds provided allow the student to successfully complete the task. 2.2.1.4. Self-regulated learning Self-regulated learning theory attempt to explain why and how students learn on their own and what students should know about themselves and study tasks in order to learn independently. It focuses on how students manage their own learning. It describes a process of taking control of and estimating one's own learning and behavior. Self-regulated learning put emphasis on autonomy and self- regulated learners must be capable to monitor, direct, and regulate actions toward goals of information acquisition, expanding knowledge, and self-improvement. Particularly, self-regulated learners are aware of their academic strong points and weak spots, and they can use appropriate strategies to deal with the challenge of learning tasks. Students who are self-regulated learners believe that opportunities to take on challenging tasks, practice their learning, develop a deep understanding of subject matter, and exert effort will give rise to academic success. In part, these characteristics may help to explain why self-regulated learners usually exhibit a high sense of self-efficacy. In the educational psychology literature, researchers have linked these characteristics to success in and beyond school. Self regulated learners are successful because they control their learning environment. They exert this control by directing and regulating their own actions toward their learning goals. Self regulated learning should be used in three different phases of learning. The first phase is during the initial learning, the second phase is when troubleshooting a problem encountered during learning and the third phase is when they are trying to teach others. 2.2.2 The researches at home and abroad 2.2.2.1 Researches abroad The researches on autonomous learning in foreign countries began in the 1970s, developed in the 1980s, and to the end of 1990s achieved a very high achievement both in the aspects of theory and practice. It is now in its mature period. The foreign scholars focus on diversification of the objects of the study, and they try to take care of all levels of the students. The objects of research are decentralized. Their researches are based on empirical research, and supplemented by speculative research. The main contents of their studies involve the definition and connotation of autonomous learning, hierarchical and principle of autonomous learning, the theoretical foundation for autonomous learning, autonomous learning conditions, promoting or restricting factors of autonomous learning, teachers' role in autonomous learning, culture suitable for autonomous learning, autonomous learning center establishment, autonomous learning strategies, self-regulated learning approaches, contents and methods. In foreign countries, more than 20 books about autonomous learning have been published, and academic papers are also too many to count. It has formed a set of more perfect autonomous learning theory, which provides the theoretical basis for the research at home. Many scholars have paid close attention to autonomous learning since 1980s. Some of them focused on the philosophical, ideological, social, and political aspects (Holec, 1979); some on more abstract or practical aspects of the concept (Benson & Voller, 1997); many other researchers have bone their investigation on autonomous learning(Broady & Kenning, 1996). 2.2.2.2 Researches at home Researches on autonomous learning in China began in the 1990s, 20 years later than abroad, and developed slowly. We are still in the development stage. And the studies in foreign countries are the theoretical basis for research in China. The research objects of Chinese scholars’ researches are relatively concentrated. They focus on the study of mixed groups of students. According to Geely’s statistics, “in the past 13 years, the articles of autonomous learning on speculative accounted for 80%, and empirical research is only 20%”. Chinese scholars’ researches mainly focused on two aspects: the introduction of foreign research findings and the cultivation of autonomous learning ability in the situation of China. Their researches are narrower. There are many aspects that they haven’t even noticed, such as the subjective and objective factors that restrict autonomous learning, the cultivation of autonomous learning ability out of class, and so on. However, the researches on autonomous learning at home have made a great progress recently. There are 7 monographs, they are: Pang Weiguo’s Autonomous Learning: Learning and Teaching Theory and Strategy (East China Normal University press, 2003), Xu Jinfen's Autonomous Learning Theory and Practice in College English Teaching (Chinese Academy of Social Sciences, 2007), Zheng Jinzhou's Autonomous Learning (Fujian Education Press, 2005), Sichuan Education Press’ Autonomous Learning (Sichuan Education Press, 2005), Lin Li’s The Application of Autonomous Learning in English Teaching (Capital Normal University press, 2005), 100 Wonderful Pieces of Autonomous Classroom edited by Beijing Haidian Research Institute of Education Science (KaiMing press, 2006), Jin Yanfeng’s Autonomy and Guide: the Guiding Strategies of Classroom Teaching on the Basis of Autonomous Learning (2004: 5). In addition, there are more than 500 academic papers published whose keyword is autonomous learning. Previous researches on autonomous learning have mainly focused on western researchers’ opinions which are feasible in foreign countries. Their strategies are not workable in China which has different educational traditions. As a result, aiming to investigate how learners respond to autonomous learning in Chinese high school is more difficult. Chinese researchers Cheng Xiaotang (1999) and few other people have made tentative researches on learning autonomy in China with illustration of the concept, but they put it into too broad range lacking of practical implications. The studies of autonomous learning in China still have the following problems: 1) Paying more attention to introducing research. Such as, Liu Jingfu introduced the autonomous learning model based on project, but there is no specific support whether it is applicable in the stage of basic education class or not. 2) Preferring theory to practice. This is a common problem of teachers. Theories are obscure, and lack of practice support. The articles are not vivid, and have little reference value, while they might be able to provide some theoretical support for this project. 3) Coming from practice, but lacking of sublimation. This is the disadvantages of teachers. They have accumulated not only a lot of material in practice, but also the reflection. But their theory accomplishments are insufficient. But their experiences which are directly from practice can provide a vivid first-hand data for the research on this subject. 4) The definition of the concept of autonomous learning and characteristics are questionable. Analysis of the definition and characteristics has become the key problems of the development of autonomous learning in depth. Li Qintao（2004） confused autonomous learning and discovery learning. 3. Cultivating learning autonomy 3.1 The role of students When it comes to autonomous learning the role of student becomes quite important. It is the student who can totally control his or her learning when he or she acquires the autonomous learning ability. In the process of learning, the student is the extremely important part. Autonomous learning refers to the capability to control all aspects of one’s learning, including self-planning, self-direction, self-regulation, self-monitoring to self-evaluation. But there exist many problems in cultivating students’ learning. 1) Their learning objectives are not clear 2) They seldom think deeply. 3) They have low abilities to assume analysis and conclude. 4) They do not have enough researching and learning with their teachers or classmates by variety of ways. 5) They evaluate learning methods and learning results improperly. Next the author will talk about how to foster students’ learning autonomy from four aspects: learner’s attitude and motivation, learning strategies, self-esteem and cooperative learning. 3.1.1 Learner’s attitude and motivation Language learning is not only a cognitive task. It is an active process which needs to be motivated and guided toward ideal ends. To some degree, learning is self-initiated, but it must be done with the help of motives so that the learner will persist in learning activities. A positive motive is valuable in learning process, as motives contribute to readiness. Motivation is the inner drive of learning. In many cases, students are lack of motivation, and skeptical of their own ability which will produce learning-weary and learning-fear. Interest is the best teacher. Interest produces attention, attention initiates the doubt, doubt promotes exploration, and exploration brings up creation. Learners do not merely reflect on their learning according to the language input to which they are exposed, or the best strategies they need aiming to achieve the goals they set. The success of a learning activity is, on the contrary, contingent upon learners’ perspectives towards the world and the activity in particular, their feelings of themselves, and their desire to learn (Benson & Voller, 1997: 134-136). In the literature on attitude, it has been regarded as “learned motivation”, “valued beliefs”, “evaluations”, “”responses oriented towards approaching or avoiding” or “what one believes is acceptable”. Attitudes have a cognitive constituent, that is, beliefs, perceptions. This could be what the learners believe about their role in language learning processor about their abilities of language learning. Attitudes have an evaluative constituent---the attitude object may evoke like or dislike. Some language learners may agree with the idea that they should be more responsible for their own learning, while for others an independent role is something they may want to avoid. Attitudes have a behavioral element which makes people act in particular ways. Learners whose evaluation towards autonomy is positive will try to be more responsible in their learning while whose evaluation is negative will not. What we should do is to analyze students’ learning psychology and stimulate their motivation in autonomous English learning. English learning psychology refers to the psychological characteristics of students in English learning and the universal law. It contains directly or indirectly involved in learning English and many psychological characteristics affect the learning efficiency. The primary factor of students’ learning is learning motivation. Motivation is the internal driving force an autonomous learning needs a kind of intrinsic motivation force. If the student has the strong desire and pursuit of their exploration activities, this drive can make students' internal and initiative enthusiasm fully mobilized, and make students engage in exploration activities effectively. In the teaching of English, to help students correct learning attitude, stimulate English learning motivation can enhance their enthusiasm and initiative in their English learning. And make the students have positive learning attitude and learning interest which are the two main psychological components of autonomous English learning. English learning attitude is the tendency of student evaluation and learning behavior of the students in learning English. No proper evaluation is to determine its ability to generate the internal conditions of corresponding learning behavior. In order to master the knowledge, students should take part in learning actively. Therefore, it is necessary to cultivate students' autonomous learning interest through various channels. In the teaching, displays of the results and applications of various teaching methods makes students have the desire to learn. Students’ learning interest should be cultivated and enhanced in practical activities. Through a variety of practical activities, let the students learn to use the professional knowledge, skills, to solve practical problems, and to improve their learning interest and confidence. Research shows that, one can not be interested in this field, until his or her accumulation of knowledge in a field reaches a certain level. Teachers should choose the appropriate teaching material, and plan to expand students' knowledge in teaching. So the students can obtain new knowledge constantly based on existing knowledge, and feel to learn something. We can stimulate students’ motivation by relating their learning to actual life. The purpose of learning is to master the knowledge and use the knowledge to serve the society. Students’ learning should be closely linked to the world scientific and technological development, economic globalization, and informationization. We can also relate students’ learning to their real life in order to let them feel that English is funny, meaningful and useful. According to the actual situation of students, design different task, and provide the opportunity for each student to express themselves as far as possible. Let them experience the feeling of success, the formation of a strong desire and motivation of autonomous learning. Create a good language environment. American famous psychologist Bruner said: "the learner should be the active recipients of information not passive ones in the process of knowledge acquisition.” Many experts alike agree that learners’ attitude and motivation are very important, if not the most important, factors in language learning (Van, 1996). 3.1.2 Learning strategies Weinstein and Mayer (1986:315, cited from Malley & Chmaot, 1990), thought that learning strategies have learning facilitation as a goal and are intentional on the part of the learner. The goal of strategy use is to “affect the learner’s motivational or affective level, or the way in which the learner selects, acquires, organizes, or integrates new knowledge”. In Richard Riding and Stephen Rayner’s (1998:7) view, learning strategy reflects those processes that are used by the learner to respond to the requirements of learning activities. According to Weden (1998:18): “learning strategies are mental steps or operations that learners use to learn a new language and to regulate their efforts to do so”. To a certain extent, the strategies and learning style that someone adapts “may partly preference rather than innate endowment” (Skehan, 1998: 237). From these we can see that learning strategy has a close relationship with learning. We will talk over some of the main learning strategies briefly. 3.1.2.1 Cognitive strategy Cognitive strategy operates directly on incoming information, and conducts it in ways that intensify learning. Vygosky (1986) believed that people’s mental ability, language, and social development are enhanced by learning that occurs through social interactions. “Learning stimulates variety of development process that are capable to operate only when people is interacting with others in his situation and in collaboration with his companions. Once these processes are internalized, they become part of people’s independent development achievement.” O’malley and Chamot (1990, cited in Cook, 1993:115) give us 16 cognitive strategies: repetition (imitating others’ speech), resourcing (making use of dictionaries and other materials), translation (using your first language to help understand L2), grouping (organizing learning on the basis of common attributes), note-taking (writing down the main points of texts), key word (using key-word memory techniques), deduction (conscious application of L2 rules), recombination (placing smaller meaningful elements together into new wholes), auditory representation (learning to say something, speak it in your mind first ), imagery (turning information into a visual form in order to help remember it), directed physical response (relating new information to physical actions), contextualization (placing a word, phrase or sentence in a meaningful language situation), elaboration (relating new information to other concepts in memory), inference (guessing meanings by using available information), question for clarification (finding helps), transfer (helping language learning through previous knowledge). 3.1.2.2 Meta-cognitive strategy Weden believed that “meta-cognitive knowledge includes all facts learners acquire about their own cognitive processes as they are applied and used to gain knowledge and acquire skills in varied situations”. In a way, meta-cognitive strategies are skills used for planning, monitoring, and evaluating learning activities; “They are strategies about learning rather than learning strategies themselves” (Cook, 1993: 114). Meta-cognitive strategy are divided into nine types: directed attention (deciding to focus on general aspects of a learning task in advance), advanced organizers (planning the learning activities briefly in advance ),selective attention (deciding to take notice of specific parts of the language input or the situation that will help learning), self-management (arrange the appropriate conditions for learning), advance preparation (planning for and rehearsing linguistic components to carry out an up coming language task), self-monitoring (checking one’s as one speaks), delayed production (deliberately postponing speaking so that one can learn by listening), self-evaluation (checking how well one is doing by one’s own standards), self-reinforcement(giving oneself rewards for success). The effect of meta-cognition in language learning can be summarized as follow: learners can be taught to regulate their behaviors which enable self-monitoring and managing control of one’s performance. From the previous description of learning strategy, we can see that learning strategies can help people to learn more effectively and efficiently. These strategies are very necessary when one is developing his or her ability of learning autonomously. 3.1.3 Self-esteem The concept of self-esteem is closely related to attitudes and motivation. Self-esteem is the evaluation the leaner makes of him or herself with regard to the target language or learning in general. Self-esteem is a term used in psychology to reflect a person's emotional evaluation of his or her own value. It is a judgment of oneself as well as an attitude toward the self. Self-esteem encompasses beliefs like “I am competent” and “I am worthy”, and emotions such as triumph, despair, pride and shame.  Smith and Mackie define it that the self-concept is what a person thinks about himself or herself. Self-esteem is the evaluations either positive or negative of the self, as in how we feel about it. Self-esteem is regarded as the evaluative dimension of the self that includes feelings of worthiness, prides and discouragement. One’s self-esteem is closely associated with self-consciousness. The four types of behaviors of self-esteem are: disclosure, seeking acceptance, engaging in a pastime, and introspection. Self-esteem is a character that a person has which represents their judgments of their own virtue. In the mid-1960s, self-esteem was defined as a personal worth or worthiness. In 1969 Nathaniel Branden defined self-esteem as the experience of being competent to deal with the basic challenges of life and being worthy of happiness. Branden thinks that self-esteem is the sum of self-confidence and self-respect. It exists as a result of the implicit judgment that every person has of their ability to face life’s challenges, to understand and solve problems, and their right to achieve happiness, and be given respect. Self-esteem is influenced when individuals know that people of higher authority is watching them. Individuals feel depressed or alarmed when they know their self is not what the world expects as the model individual. If the learner has a positive sense of self, his relationship to himself as a learner is improbable to be ruined by any negative attitudes towards his ability as a learner, and to “a deterioration in cognitive performance”, thus confirming his view of himself as incapable of learning. Consequently, to build one’s self-esteem, he or she should have a positive belief that things will work out for the best. 3.1.4 Cooperative learning Cooperative learning is a method to managing classroom activities into academic and social learning experiences. It differs from group work, and it has been described as “structuring positive interdependence.” Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).  The teacher’s role changes from giving information to facilitating students’ learning. Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks five essential elements are identified for the successful incorporation of cooperative learning in the classroom. Brown & Ciuffetelli Parker (2009) and Siltala (2010) discuss the 5 basic and essential elements to cooperative learning: 1) Positive interdependence Students must fully participate and put forth effort within their group. Each group member has a task/role/responsibility therefore must believe that they are responsible for their learning and that of their group. 2) Face-to-Face promotive Interaction Members promote each other's success. Students explain to one another what they have or are learning and assist one another with understanding and completion of assignments 3) Individual and group accountability Each student must demonstrate master of the content being studied. Each student is accountable for their learning and work, therefore eliminating “social loafing” 4) Social skills Social skills must be taught in order for the successful cooperative learning to occur. Skills include effective communication, interpersonal and group skills--- leadership, decision-making, trust-building, communication, conflict-management skills. 5) Group processing Every so often groups must assess their effectiveness and decide how it can be improved. In order for student achievement to improve considerably, two characteristics must be present a) students are working towards a group goal or recognition and b) success is dependent on each individual’s learning. Schul (2011) discusses cooperative learning techniques. There are a great number of cooperative learning techniques available. Some cooperative learning techniques use student pairing, while others use small groups of four or five students. Many techniques have been created into structures to use in any content area. Among the easy to implement structures are Think-Pair-Share, Think-Pair-Write, and variations of Round Robin. Think-Pair-Share allows for students to contemplate a posed question or problem silently. The student may write down thoughts or simply just brainstorm in his or her head. When prompted, the student pairs up with a peer and discuss his or her idea(s) and then listen to the ideas of his or her partner. Following pair dialogue, the teacher solicits responses from the whole group. Cooperative learning is a very good way to help cultivate autonomous learning. If one wants to have a good performance in autonomous learning, he or she should have a good command for cooperative learning. 3.2 The role of teacher Although the students play a decisive role in the cultivation of autonomous learning habits, teachers’ assist function can not be ignored. Students are the main body of autonomous learning, but when the students themselves can not learn independently, teacher’s role becomes particularly important. Teachers should take measures to help students to walk as quickly as possible on the road of independent learning. High school students’ study should have the following characters: 1) High school students learn to master the systematical and rational indirect experience. 2) They should improve the quality of physical and mental comprehensively in order to lay a good foundation for careers. 3) High school students have much more desire to learn independently. 4) Their Learning strategies and skills are more perfect. 5) They have more various ways and methods of learning. According to China's The New English Curriculum Standard of Senior School, high school English teaching should be based on the characteristics of high school students cognitive development and learning needs; further develop students' basic language skills, at the same time, focus on improving student’s ability of using English to obtain information, analysis information, and solve problems; cultivate students' ability of thinking and expressing in English; create the necessary conditions for the students’ further study and development. Senior high school English teachers should strengthen the guidance of learning strategy of the students, cultivate their autonomous learning ability. Senior high school English teachers should strengthen the guidance of learning strategy of the students, cultivate their autonomous learning ability. But, at present, in high school English teaching, there exist a lot of problems in teachers. 3.2.1 The problems in English teaching 1) Neglecting the students' autonomous learning, and focusing on imparting of knowledge The traditional teaching did not get rid of the old model of “exam is the talisman of teacher; scores are the lifeblood of the students”. Thus the traditional curriculum emphasize too much on imparting knowledge which leads to students’ passive listening and memory. Students are crammed up for the exams. In the traditional teaching concept and mode, teachers treat English as a subject instead of language, so that the English teaching offset the correct track of language teaching. Teachers dominate the classroom. Students passively accept. Teacher echo what the books say. And students learn by rote. Passive and mechanical learning enables students to become slaves to learning. Students' nature has been destroyed, just as Johann Amos Comenius said, School becomes the slaughterhouse of children’ mind. The consequence is the students can only “test”. They got “a mouth can't open, ears cannot hear”. And the English they learned is only “dumb English” and “deaf English”. 2) Paying more attention to classroom activities than students’ exploring learning Teacher is the center in traditional English classroom. At present, foreign language classroom teaching basically belongs to the “Grammar-Translation” system, although it is also affected by the new system, but the old system has become a traditional and enduring. In classroom teachers are authority. They emphasize too much on grammar and reading training. Students seldom have real opportunities of language experience, training and practice. This kind of teaching leads to passive learning, which is difficult to achieve the purpose of developing language ability. The main responsibility of a teacher is not only the heuristic but the input of knowledge. Teaching usually takes a lot of time, so that students have little time for discussion. There are less interaction between teacher and students, although some teachers in the classroom teach with reference to western method. However, the teacher as their role of being students’ leader is very difficult to change. 3）Paying more attention to students' exam results than their learning process The long-term exam-oriented education makes the students depend on teachers, textbooks and have examination results as the ultimate goal, which makes students lose the chance to grasp English, and block students’ autonomous development. To develop the potential ability, we must change the students' learning ideas. There is a strange phenomenon in classroom: teacher teaching knowledge, students learning knowledge, passing examination by rote, and forgetting all after the test. Emphases on the basic knowledge and ignore learning method based one knowledge and memory. 3.2.2 Things teachers should do 1) Teachers should fully trust students, give students study initiative. Teachers should let the students learn independently, give students enough learning time, and create autonomous learning atmosphere to make students' learning initiative into full play. The English syllabus stipulates: as a tool to discipline a highly practical, the aim of teaching is to let the students grasp the phonetic knowledge and improve the ability of language communication. In English teaching, there is an interactive relationship between students and English teaching environment. The teacher should give students opportunities to listen. In English classroom, teachers should try to use English to teach. They should create English learning environment, to make students immersed in English language environment from first to last. And on the basis of teaching practice, teachers of English should be gradual decomposition of classroom language, using pictures, real, facial expressions, gestures and other means, to realize long-term accumulation of students, lay foundation of language communication. 2) Creating context, inspiring motivation and developing autonomous learning mode. (1) To create classroom teaching situation, to stimulate interest in learning. Psychologist Piaget said: “all the intellectual work depends on the interest”. Interest is the inner motivation in students. Teachers should use a variety of methods to stimulate students’ interest in learning and promote the germination of autonomous learning desire. (2) To strengthen the emotional communication between teachers and students, create a good teaching atmosphere. A good teacher can make students feel valued, full of hope, and active learning. Therefore, teachers’ love can arouse the students’ interest, hobbies, belief, will and other non-intellectual factors. Learn will be a part of students’ life. They will study, make choices and create all by themselves in the learning process, and consciously cultivate the learning behavior. English is a practical subject, it requires students to personally involve in listening, speaking, reading, writing and other activities, and play to their subjective initiative. Let the students become the master of learning, let them experience the fun of learning; let the classroom be full of creative energy. Good record of communicative situations, provide the topic students interested in, guide students to take part in practice, so that they become eager to learn, and capable to learn. 3) To guide students to explore and master the basic method of autonomous learning. Teaching is to teach students to acquire new knowledge with the help of teacher and finally to enable students to learn independently. Teachers should be good at guiding students to master the learning rules, help them learn and apply the law. According to the characteristics of the learning process, learning method guidance for students, consciously make students understand their learning process, the cognitive activities and characteristics of learning activities, and have the ability to experience, regulate, control and monitor their own learning process. 4) Teaching students the basic methods of language learning. (1) Phonics To cultivate students' reading ability is the foothold to develop their English self-study ability. It is a common problem that many students can not remember the word pronunciation and spelling. A good way to solve this problem is to start at the starting point. At the very beginning, teacher should teach students the right way to compare Chinese and English. To comply with the same rules of pronunciation words together, let the students focus on learning, mainly to spelling correction, supplemented by the teacher, students with a spelling based language learning ability. (2) Words Word is a major obstacle to learn foreign language. In order to help the students memorize words easier and faster, teachers should guide the students according to the inherent rules of spelling, pronunciation, word-formation, category, the collocation of words. (3) Grammar The core of grammar teaching is to reform the traditional grammar analysis teaching. That is, to put students in meaningful context to understand the grammar meaning, then, provide enough opportunities for students to communicate in a real context, guide them through observation, comparison and speculation to discover and induct implied grammar rules in language phenomena. Thus, it is very important to teach students the correct learning methods and strategies on the development of students' autonomous learning and ability of using English independently. 5) Guiding students to explore and summarizing the rules of the language. In the process of language teaching, learners can acquire English in a natural, rich language environment through a large amount of language input effectively. In China English is a foreign language. There are fewer opportunities for students to acquire English after they leave the classroom. Therefore, in order to let the students understand and master English such a huge language system it is necessary to use the structure of language in teaching. With the teacher appropriate guidance, students can have the ability to accept a lot of information input, and summarize the language rules independently. 6) Paying attention to the differences in English autonomous learning, promote personality development Each student has different experiences, interests, skills, personality and ideology, which requires that teachers should not only follow a unified goal to teach students, but also pay attention to the individual differences of students. They should put forward different requirements and take different approaches to develop the students' personality and strengths. We should pay great attention to individual differences of students. Teachers should teach students in accordance with their aptitude, help to improve their learning process of each student, let them study more independently and effectively, to promote students' characteristic development. Therefore, teachers should use textbooks creatively in preparation, design suitable teaching method for different students to get the corresponding development. According to the different individuals in the community of learning, teachers should use flexible evaluation criteria, enable students to see their own on the basis of the original progress, help students know themselves, build self-confidence, and make progress. 3.3 The role of family On the cultivation of students’ autonomous learning, family plays an important role. The cultivation of students' autonomous learning ability is a long process, need to integrate various forces. The fostering of autonomous learning needs a supportive environment. It can not be achieved merely by teacher and students. A child’s learning habit is cultivated in school. This needs to be continued at home. If the results are given up halfway at home, it must be a waste of all the previous efforts. So the parents should change their concepts and recognize that it is the children who need to learn not the parents. Teachers and parents of students should equally cooperate based on communication of information. The teacher should guide the parents to pay attention to cultivate children's learning habits. The teacher should guide the parents to change their ideas, to help parents form a child is the subject of learning concept. Teachers should give parents guidance to help parents form the scientific method of counseling. Parents are the very first teachers of students. They have a significant impact on students. Family structure, parents’ educated level, parents’ occupation, family income are the factors that can affect the autonomous learning ability of students. Therefore, parents should try their best to change their traditional educational methods and create a good family environment for the students to foster autonomous learning. 4．Conclusion The former chapters of this paper advocate the cultivating of learning autonomy and its importance in Chinese high school English teaching and learning. In This chapter, the author will end this thesis with a conclusion. Through the previous discussion, we can easily discover that the cultivation of autonomous learning ability is a long-term process. The student, that is the learner, is the most important aspect of the process. There are four important factors which affect the cultivation of student’s autonomous learning, two of the most important are: whether the learner has a positive learning attitude and interest or not; whether the learner is using proper learning strategies or not. Teachers play an important role in the cultivation of students' autonomous learning ability. Teachers can guide students to step on the road of independent learning faster and more correctly. To stimulate interest and teach correct learning methods are teacher’s two most important effects. Parents also play a certain role in this process. They play a major role in maintaining students’ independent study habits. Every bean has its black. So there exist some shortcomings in this study. Because of the restriction of conditions, we don’t have a questionnaire. It will be better if we have one. The author will try her best to further her study and hopes that more researches will be carried out on this topic. References Benson, P. & Voller, P. (1997). Autonomy and independence in language learning. New York: Addison Wesley Longman. Broady, E & Kenning, M-M. (1996). Promoting learner autonomy in University language teaching. London: the Association for French Studies in association with the Center for Information on Language Teaching and Reasearch. Chiu, M. M. (2000). 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New Jersey: Prentice-Hall. 高吉利：国内自主学习研究状况分析综述，《外语教学》，2005（1）。 李洁： Developing Learners' Autonomy in College English Teaching, 《新乡教育学院学报》，2006（11）. 李钦涛：基于网络教学环境下的自主性学习模式探究，《信息技术教育》，2004（8）。 刘景福：PBL：自主学习的新模式，《宁波大学学报》（教育科学版），2007（10）。 毕业设计（论文）原创性声明和使用授权说明 原创性声明 本人郑重承诺：所呈交的毕业设计（论文），是我个人在指导教师的指导下进行的研究工作及取得的成果。尽我所知，除文中特别加以标注和致谢的地方外，不包含其他人或组织已经发表或公布过的研究成果，也不包含我为获得 及其它教育机构的学位或学历而使用过的材料。对本研究提供过帮助和做出过贡献的个人或集体，均已在文中作了明确的说明并表示了谢意。 作 者 签 名：　　 　 　　日　 期：　　 　 　　 ​​​​​​​​​​​​ 指导教师签名：　　 　 　　 日　　期：　　 　 　　 使用授权说明 本人完全了解 大学关于收集、保存、使用毕业设计（论文）的规定，即：按照学校要求提交毕业设计（论文）的印刷本和电子版本；学校有权保存毕业设计（论文）的印刷本和电子版，并提供目录检索与阅览服务；学校可以采用影印、缩印、数字化或其它复制手段保存论文；在不以赢利为目的前提下，学校可以公布论文的部分或全部内容。 作者签名：　　 　 　　 日　 期：　　 　 　　 ​​​​​​​​​​​​ 学位论文原创性声明 本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。 作者签名： 日期： 年 月 日 学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权　　 　 　大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。 涉密论文按学校规定处理。 作者签名： 日期： 年 月 日 导师签名： 日期： 年 月 日 指导教师评阅书 指导教师评价： 一、撰写（设计）过程 1、学生在论文（设计）过程中的治学态度、工作精神 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、学生掌握专业知识、技能的扎实程度 □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、学生综合运用所学知识和专业技能分析和解决问题的能力 □ 优 □ 良 □ 中 □ 及格 □ 不及格 4、研究方法的科学性；技术线路的可行性；设计方案的合理性 □ 优 □ 良 □ 中 □ 及格 □ 不及格 5、完成毕业论文（设计）期间的出勤情况 □ 优 □ 良 □ 中 □ 及格 □ 不及格 二、论文（设计）质量 1、论文（设计）的整体结构是否符合撰写 规范 编程规范下载gsp规范下载钢格栅规范下载警徽规范下载建设厅规范下载 ？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、是否完成指定的论文（设计）任务（包括装订及附件）？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 三、论文（设计）水平 1、论文（设计）的理论意义或对解决实际问题的指导意义 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、论文的观念是否有新意？设计是否有创意？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、论文（设计说明书）所体现的整体水平 □ 优 □ 良 □ 中 □ 及格 □ 不及格 建议成绩：□ 优 □ 良 □ 中 □ 及格 □ 不及格 （在所选等级前的□内画“√”） 指导教师： （签名） 单位： （盖章） 年 月 日 评阅教师评阅书 评阅教师评价： 一、论文（设计）质量 1、论文（设计）的整体结构是否符合撰写规范？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、是否完成指定的论文（设计）任务（包括装订及附件）？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 二、论文（设计）水平 1、论文（设计）的理论意义或对解决实际问题的指导意义 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、论文的观念是否有新意？设计是否有创意？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、论文（设计说明书）所体现的整体水平 □ 优 □ 良 □ 中 □ 及格 □ 不及格 建议成绩：□ 优 □ 良 □ 中 □ 及格 □ 不及格 （在所选等级前的□内画“√”） 评阅教师： （签名） 单位： （盖章） 年 月 日 教研室（或答辩小组）及教学系意见 教研室（或答辩小组）评价： 一、答辩过程 1、毕业论文（设计）的基本要点和见解的叙述情况 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、对答辩问题的反应、理解、表达情况 □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、学生答辩过程中的精神状态 □ 优 □ 良 □ 中 □ 及格 □ 不及格 二、论文（设计）质量 1、论文（设计）的整体结构是否符合撰写规范？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、是否完成指定的论文（设计）任务（包括装订及附件）？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 三、论文（设计）水平 1、论文（设计）的理论意义或对解决实际问题的指导意义 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、论文的观念是否有新意？设计是否有创意？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、论文（设计说明书）所体现的整体水平 □ 优 □ 良 □ 中 □ 及格 □ 不及格 评定成绩：□ 优 □ 良 □ 中 □ 及格 □ 不及格 （在所选等级前的□内画“√”） 教研室主任（或答辩小组组长）： （签名） 年 月 日 教学系意见： 系主任： （签名） 年 月 日 学位论文原创性声明 本人郑重声明：所呈交的学位论文，是本人在导师的指导下进行的研究工作所取得的成果。尽我所知，除文中已经特别注明引用的内容和致谢的地方外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式注明并表示感谢。本人完全意识到本声明的法律结果由本人承担。 学位论文作者（本人签名）： 年 月 日 学位论文出版授权书 本人及导师完全同意《中国博士学位论文全文数据库出版 章程 公司章程范本下载项目章程下载公司章程下载公司章程下载公司章程下载 》、《中国优秀硕士学位论文全文数据库出版章程》(以下简称“章程”)，愿意将本人的学位论文提交“中国学术期刊（光盘版）电子杂志社”在《中国博士学位论文全文数据库》、《中国优秀硕士学位论文全文数据库》中全文发表和以电子、网络形式公开出版，并同意编入CNKI《中国知识资源总库》，在《中国博硕士学位论文评价数据库》中使用和在互联网上传播，同意按“章程”规定享受相关权益。 论文密级： □公开 □保密（___年__月至__年__月）(保密的学位论文在解密后应遵守此协议) 作者签名：_______ 导师签名：_______ _______年_____月_____日 _______年_____月_____日 独 创 声 明 本人郑重声明：所呈交的毕业设计(论文)，是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议。尽我所知，除文中已经注明引用的内容外，本设计（论文）不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。 本声明的法律后果由本人承担。   作者签名: 二〇一〇年九月二十日   毕业设计（论文）使用授权声明 本人完全了解滨州学院关于收集、保存、使用毕业设计（论文）的规定。 本人愿意按照学校要求提交学位论文的印刷本和电子版，同意学校保存学位论文的印刷本和电子版，或采用影印、数字化或其它复制手段保存设计（论文）；同意学校在不以营利为目的的前提下，建立目录检索与阅览服务系统，公布设计（论文）的部分或全部内容，允许他人依法合理使用。 （保密论文在解密后遵守此规定）   作者签名: 二〇一〇年九月二十日 致 谢 时间飞逝，大学的学习生活很快就要过去，在这四年的学习生活中，收获了很多，而这些成绩的取得是和一直关心帮助我的人分不开的。 首先非常感谢学校开设这个课题，为本人日后从事计算机方面的工作提供了经验，奠定了基础。本次毕业设计大概持续了半年，现在终于到结尾了。本次毕业设计是对我大学四年学习下来最好的检验。经过这次毕业设计，我的能力有了很大的提高，比如操作能力、分析问题的能力、合作精神、严谨的工作作风等方方面面都有很大的进步。这期间凝聚了很多人的心血，在此我表示由衷的感谢。没有他们的帮助，我将无法顺利完成这次设计。 首先，我要特别感谢我的知道郭谦功老师对我的悉心指导，在我的论文书写及设计过程中给了我大量的帮助和指导，为我理清了设计思路和操作方法，并对我所做的课题提出了有效的改进方案。郭谦功老师渊博的知识、严谨的作风和诲人不倦的态度给我留下了深刻的印象。从他身上，我学到了许多能受益终生的东西。再次对周巍老师表示衷心的感谢。 其次，我要感谢大学四年中所有的任课老师和辅导员在学习期间对我的严格要求，感谢他们对我学习上和生活上的帮助，使我了解了许多专业知识和为人的道理，能够在今后的生活道路上有继续奋斗的力量。 另外，我还要感谢大学四年和我一起走过的同学朋友对我的关心与支持，与他们一起学习、生活，让我在大学期间生活的很充实，给我留下了很多难忘的回忆。 最后，我要感谢我的父母对我的关系和理解，如果没有他们在我的学习生涯中的无私奉献和默默支持，我将无法顺利完成今天的学业。 四年的大学生活就快走入尾声，我们的校园生活就要划上句号，心中是无尽的难舍与眷恋。从这里走出，对我的人生来说，将是踏上一个新的征程，要把所学的知识应用到实际工作中去。 回首四年，取得了些许成绩，生活中有快乐也有艰辛。感谢老师四年来对我孜孜不倦的教诲，对我成长的关心和爱护。 学友情深，情同兄妹。四年的风风雨雨，我们一同走过，充满着关爱，给我留下了值得珍藏的最美好的记忆。 在我的十几年求学历程里，离不开父母的鼓励和支持，是他们辛勤的劳作，无私的付出，为我创造良好的学习条件，我才能顺利完成完成学业，感激他们一直以来对我的抚养与培育。 最后，我要特别感谢我的导师***老师、和研究生助教***老师。是他们在我毕业的最后关头给了我们巨大的帮助与鼓励，给了我很多解决问题的思路，在此表示衷心的感激。老师们认真负责的工作态度，严谨的治学精神和深厚的理论水平都使我收益匪浅。他无论在理论上还是在实践中，都给与我很大的帮助，使我得到不少的提高这对于我以后的工作和学习都有一种巨大的帮助，感谢他耐心的辅导。在论文的撰写过程中老师们给予我很大的帮助，帮助解决了不少的难点，使得论文能够及时完成，这里一并表示真诚的感谢。 致 谢 这次论文的完成，不止是我自己的努力，同时也有老师的指导，同学的帮助，以及那些无私奉献的前辈，正所谓你知道的越多的时候你才发现你知道的越少，通过这次论文，我想我成长了很多，不只是磨练了我的知识厚度，也使我更加确定了我今后的目标：为今后的计算机事业奋斗。在此我要感谢我的指导老师——***老师，感谢您的指导，才让我有了今天这篇论文，您不仅是我的论文导师，也是我人生的导师，谢谢您！我还要感谢我的同学，四年的相处，虽然我未必记得住每分每秒，但是我记得每一个有你们的精彩瞬间，我相信通过大学的历练，我们都已经长大，变成一个有担当，有能力的新时代青年，感谢你们的陪伴，感谢有你们，这篇论文也有你们的功劳，我想毕业不是我们的相处的结束，它是我们更好相处的开头，祝福你们！我也要感谢父母，这是他们给我的，所有的一切；感谢母校，尽管您不以我为荣，但我一直会以我是一名农大人为荣。 通过这次毕业设计，我学习了很多新知识，也对很多以前的东西有了更深的记忆与理解。漫漫求学路，过程很快乐。我要感谢信息与管理科学学院的老师，我从他们那里学到了许多珍贵的知识和做人处事的道理，以及科学严谨的学术态度，令我受益良多。同时还要感谢学院给了我一个可以认真学习，天天向上的学习环境和机会。 即将结束*大学习生活，我感谢****大学提供了一次在农大接受教育的机会，感谢院校老师的无私教导。感谢各位老师审阅我的论文。 PAGE v