农村高中生英语自主学习能力培养的实验研究_硕士学位论文(编辑修改稿)

农村高中生英语自主学习能力培养的实验研究_硕士学位论文(编辑修改稿)内容摘要：

easy and convenient for learners to learn by using them independently. In other words, scientific and technological inventions supply autonomous learning with technological supports and matter basis, which can clearly be seen from the table below. Ages Media Function In the 1920s Silent films Startup periods In the 1930s1940s Movies , records and tapes Primary stage In the 1950s1960s TV and programme teaching machine Development stage In the 1970s1980s Video, satellite and CAI(计算机辅助教学 ) Systemic stage In the 1990s Multimedia, artificial intelligence and inter Digital stage In the 21 century Virtual reality and virtual munity Virtual stage （ from Modern Educational Technology） On the other hand, globalization and information age have been giving autonomous learning a stage for its growing up. Nowadays the progress of information technology makes us live in information age, in which traditional boundaries of human society are broken because of the revolution and development of IT. The earth is being smaller and smaller while knowledge and technology are growing more and more. A learner may not learn anything he wants from parents or teachers near him but may learn from media or the person on the other side of the line. When teachers and parents can39。 t keep up the paces of time and information, learners just depend on themselves. In fact, now young learners are teaching their parents or parents in many ways. For example, some are teaching their parents or parents how to use cellphones, puters and cameras。 how to cook a delicious dish。 how to learn a 2 foreign language by seeing movies on the inter. We are sure that some clever learners can learn faster and better independently by the means of multimedia rather than depending on teachers. All the fields meet and mix to give birth to the concept of autonomous learning. Since the 1950s, more and more theories on autonomous learning have e into being and some are on the way. Since the 1980s autonomous learning has bee a ‗buzzword‘ within the context of language learning (Little, 1991: 2). As a result of the increasing concern about autonomous learning， a new learning and teaching system， which entirely differs from the traditional ones， has drawn more and more attention of educators, researchers and educational authorities. In the west many educators and researchers focus on autonomous learning, (Holec, 1981。 Dickinson, 1995。 Little, 1995。 Littlewood, 1996。 Gardner amp。 Miller, 1997, Benson amp。 Voller, 1997。 Brown, 2020。 Nunan, 2020。 ) In China, the Ministry of Education put great emphasis on autonomous learning, issuing the earliest version of English Syllabus for Senior High Schools in 2020, claiming in black and white that the students‘autonomous learning should be fostered and enhanced in their learning of English language. The document is regarded as a vital evidence for the students acquiring autonomous individualized learning approaches and the advancement of their autonomous learning. In the last 20 years, educationalists in China show great interest in autonomous learnig. (LiHong,1998。 HuaWeifen,2020a,2020b。 WangDuqin,2020。 CaoRongping,2020。 PangWeiguo,2020。 ShenChanghong amp。 WangZhijiang,2020； DengJinzhou,2020。 LiXiaohua amp。 Heqiaoyan 2020。 ZhuGebiao amp。 DongKefa,2020。 ShiXiaowei,2020). But in some local context the research for autonomous learning is far from satisfactory, especially in some countryside middle school. In addition, although there are quite a lot of books and papers on LA recently, they are mostly about theories. That is， the research for autonomous learning is short of the bination of both theory and practice, especially short of scientific experimental researches. The study, based on the features of rural high school students， with the guidance of the theory of autonomous learning aims to discover the factors affecting autonomous learning of the students in grade one in rural senior high schools, in order to foster their skills in autonomous learning in English learning and explore some 3 practical learning methods to realize this goal, hoping to give some help to other teachers and students in rural schools. Features of rural high school students In rural senior middle school, the most students, who e from the countryside, fail to enter key senior middle school. The students and their families attach great importance to education, but some families are not rich, so they have to ask the school or society for help. According to the survey of the marks of the entrance to high school exam, the differences can be clearly seen in the average mark. Niyeight for middle school。 Eightthree for senior middle school。 73. when the new students first e into the classroom, they take an English exam, which shows their study situation about the junior English.(Refer to the following table). The whole average( 总平均分 ) Listening average（听力平均分） Word average（词汇平均分） Reading average（阅读平均分） Writing average（写作平均分） Grammar average (语法平均分 ) 67 9 13 22 12 11 According to the paper analysis, they need enlarge vocabulary and improve the ability of listening, reading and writing, especially the ability of listening and reading. From the numbers above, it is clear that that the most of the rural senior middle students have poor knowledge. In other words, most of the rural senior middle students need enriching their English knowledge. By designing the questionnaire the author intends to obtain information about the students‘ concept on language learning. Necessity of the study As it is known, globalization makes the world bee one big family．。