文摘
英文文摘
声明
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Concept of Autonomous Learning
2.1.1 Definition of Autonomous Learning
2.1.2 Characteristics of Autonomous Learning
2.2 Theoretical Basis for Autonomous Learning
2.2.1 Humanism Theory
2.2.2 Constructivist View
2.2.3 Metacognitive Theory
2.2.4 K：rashen's Input Hypothesis
2.3 Studies on Autonomous Learning Abroad and Home
2.3.1 Studies on Autonomous Learning Abroad
2.3.2 Studies on Autonomous Leaning Home
Chapter 3 Current Situation of English Learning in Senior High School
3.1 Description of the Problem
3.1.1 Motivation Problems
3.1.2 Learning Strategy Problems
3.2 Analysis of the Causes
3.2.1 Neglect of Students’Motivation
3.2.2 Lack of Learning Strategies
3.2.3 Deficiency of Group-Work Learning
3.3 Reasons for Encouraging Autonomous Learning in Senior High School
3.4 Conditions of Autonomous Learning in Senior High School
3.4.1 Strengthening Students' Confidence
3.4.2 Stimulating Students’Motivation
3.4.3 Diminishing Negative Anxiety
3.4.4 Training Students’Learning Strategies
3.5 Teachers’Roles in Autonomous Learning in Senior High School
3.5.1 Teacher as Organizer
3.5.2 Teacher as Instructor
3.5.3 Teacher as Facilitator
3.5.4 Teacher as Coordinator
3.5.5 Teacher as Participant
3.5.6 Teacher as Assessor
Chapter Four A Survey on Autonomous Learning Competence in Senior High School
4.1 Design of the Survey
4.1.1 The Aim of the Survey
4.1.2 Subjects of the Survey
4.1.3 Sources of Data
4.2 Data Collection and Data Analysis
4.3 Discussion of Findings
4.3.1 Roles of Teachers and Learners in the Learning Process
4.3.2 Learning Objectives
4.3.3 Attitude and Motivation towards Autonomous Learning
4.3.4 Metacognitive Knowledge and Strategies
Chapter Five Ways to Cultivate Autonomous Learning Competence in Senior High School
5.1 Reconsidering Teachers’and Learners’Roles
5.1.1. Teachers’New Role
5.1.2. Learners’New Role
5.2 Cultivating Learners’Awareness of Autonomous Learning
5.2.1 Questionnaires
5.2.2 Interviews
5.2.3 Learner Contracts
5.2.4 Learner Diaries
5.3 Helping Learners Grasp Metacognitive Strategies
5.4 Setting Practical Goals
5.5 Self-monitoring Learning Progress
5.6 Self-evaluating Learning Progress
5.7 Setting up Self-Access Centers
5.8 Making Use of the Internet
5.9 Providing Autonomy-Supportive Environment
Chapter Six Conclusion
6.1 conclusion
6.2 Implications and Limitations
6.2.1 Implications
6.2.2 Limitations
References
Appendix
Acknowledgement
