First, the significance and background of cultivating students' autonomous learning ability

(A) the significance of cultivating students' autonomous learning ability

Autonomous learning is the ability of learners to be responsible for and manage their own learning, which is manifested in determining learning objectives, determining learning content and progress, selecting learning methods and strategies, monitoring learning process and evaluating learning effect. Strengthening and attaching importance to the cultivation of students' English autonomous learning ability is not only to make students adapt to the needs of contemporary society and lay the foundation for their lifelong education, but also to enable students to explore independently and learn to cooperate with others, thus ensuring the continuous improvement of their ability. The ongoing new curriculum reform in senior high school clearly points out: "The design and implementation of senior high school English curriculum is conducive to optimizing students' English learning methods, enabling them to give full play to their learning potential and form effective learning strategies through active learning methods such as observation, experience and inquiry. "FLTRP's current set of new teaching materials is based on this principle, follows the" people-oriented "educational concept, takes learners' age and cognitive ability as the basis, fully considers students' language learning, strengthens the training of language skills in many ways, and pays special attention to students' learning strategies, which provides a broad stage for teachers to break the traditional foreign language teaching concept and cultivate students' autonomous learning ability.

(B) the background of cultivating students' autonomous learning ability

Our school is an ordinary school, and students' English foundation is generally poor. The average score of the unified examination (120 volumes, including listening, single choice, reading, cloze and sentence completion) started in senior one is only 6 1 (the average score in the whole region is 67). From the analysis of the results, most students lack the necessary vocabulary and grammar knowledge and are used to junior high school.

Fortunately, my English team participated in a municipal project on English learning strategies hosted by Professor Lu Ying of Tianjin Normal University. In the past two years, under the guidance of Professor Lu, we have carried out a series of practices of "cultivating students' autonomous learning ability in English" and achieved initial results.

Second, the practice and methods of cultivating students' autonomous learning ability

(A) to expand vocabulary, to lay the foundation for the cultivation of autonomous learning ability.

The most important thing for students with poor English foundation is insufficient vocabulary. To make matters worse, they generally lack self-confidence in learning and are afraid of memorizing words. So from the first year of high school, I focused on cultivating their word memory methods. "Associative memory method" is a very effective word memory method in my past two years. The so-called "associative memory method" is a psychological activity that connects one word with another word or words, constantly recalls what you have learned before, and forms repeated memories to deepen your impression. In the usual training, we use the word solitaire, which leads to new words from the last letter, such as:

Accent (accent) -Take-Earn-Net (net) -Temporary-younger (young man).

Demand-demand-deduction-fear-raft (very scared)

Game training methods such as "guess who" and "choose distinctive words" are very popular among students, and the leading role of teachers has gradually evolved into a good atmosphere for groups to choose their own words and compete with each other. For example, in the activity of "Guess Who", after learning a word or phrase in a module, we will have a competition. Students will take turns to walk to the blackboard, first write down the key words of this module, lead the students to read aloud while writing, then point out the Chinese meaning, and then erase them one by one, so that students can recall the words that have just been erased, see which student remembers the most, and judge the "word memory king" of each group. In the usual training, I intentionally push the students with poor foundation to the podium, let them read and act as referees. This kind of training gradually overcame their fear of English and stimulated their interest in learning. "Choosing distinctive words" is also one of my training methods. This method mainly summarizes the words learned by two or more modules, such as "customers, bargains, kitchens, discounts, sales, receipts, commodities, supermarkets", until the last two. At the same time, it can also be changed, such as "supermarket", which reminds students of "biscuits, hamburgers, beans, vegetables, blackboards, corn, blowers, underwear, stocks, sauces" and so on, and then "music". Students can summarize related words: "Gospel, DJ, disco, hip hop" or words describing "music": "Dynamic, wonderful, outstanding, top-notch, rhythmic ..." This method greatly stimulates students' interest in learning English. From the first year of high school, almost every student has a thick word memory dictionary, which records all kinds of words from the first book to the seventh book, such as sports, literature, friendship and technology. In the second semester of Senior Two, students begin to shift from simple vocabulary summary to sentence summary, thus laying the foundation for writing. Now students' summaries are not limited to books, but also include usual exercises and abstracts in books and newspapers. "A famous saying every day" and "a good word" have become students' favorite.

(B) using a variety of learning strategies in the classroom to cultivate students' awareness and ability of autonomous learning.

Generally speaking, the first stage of high school is mainly to cultivate students' awareness of autonomous learning; The second stage of high school is mainly to strengthen students' autonomous learning ability, so that students can form effective learning strategies and methods in the third stage of high school.

So, under the guidance of Professor Lu, Zhang Changyou led all the teachers in my English group to carry out DIY-Learning autonomous learning experiment and carry out subject training. The theoretical basis of the experiment is: the scientific method of learning English, namely 1. Observe how a word or structure is used.

Try to make a simple rule to explain how this word or structure is used.

Test your theory with this word or structure to see if your theory is correct.

In other words, we must first cultivate students' observation ability. Let the students observe how a word, phrase or sentence pattern is used. Then, let the students try to sum up a simple rule. This is the key to improving ability. Finally, let students apply the summarized rules to their own language practice and verify them. Repeatedly, so as to continuously improve the level of understanding. This also conforms to the cognitive law of practice-theory-practice.

In order to know the students' activities, we designed a feedback form. Form (1) is a preview training; Table (2) summarizes this language. When filling in the form (1), students can practice selectively according to their own situation. If they find it difficult to read the text, they can preview the new words specially. In class, the teacher first summarizes the students' preview of 10- 15 minutes, and then gives a preliminary explanation of the text, focusing on grasping the overall context of the article. So as to carry out the next teaching plan, that is, to complete Table (2).

An experimental exercise of learning by yourself (1)

DIY students' class date

theme

Task ① Find out keywords and phrases.

② Find the central idea of each paragraph.

Observe (1) Write down sentences that you find difficult.

② Try to translate Chinese.

Try to make one

Simple conclusion

Write the main points of each paragraph and find out the key points.

sentence

Answer some questions given by the teacher in advance or complete one or two exercises in the book.

DIY Learning Experiment Exercise (2)

DIY students' class date

theme

Task ① Find out grammar points.

② Write down some beautiful sentences.

③ Introduce the text.

Write down your

Simple theory ① What kind of sentences do you find?

Example: adverbial clause, inversion, emphasis, etc.

② Observe how sentences are made up.

Personalization ① Use your observation to make some sentences.

② Make a brief introduction.

The specific steps of the experiment:

Arrangement of experimental items in step 1

(1) Send the form (1) to each student and ask them to fill in the class, name, date, article title or theme. When you choose to process and capture information as your task, you must limit your time, that is, answer the main idea of the article and the topic sentence of each paragraph after reading, or choose the correct answer. The answer this time is to design a form to introduce the discovery and protection of Zhoukoudian. The time used can be determined according to the students' situation and the length of the article. It takes 15 minutes this time.

Choosing the expression form of observation language can allow students to fully observe and try to sum up their own "theory" without time constraints. Then, use your own "theory" to do appropriate language training.

The second step is the treatment and evaluation of experimental items.

(1) According to different tasks selected by students, students with the same tasks form an activity group.

⑵ After grouping, let the students discuss the phenomena they have observed, the laws they have summarized and their verification.

⑶ The whole class shares different contents of each group (using physical projection equipment) to achieve the goal of common improvement.

experimental result

After the experiment, all students hand in the experimental forms and the teacher classifies them. Take "Vocal Music and Reading" in compulsory module 7 "World Cultural Heritage" as an example. The situation is as follows: (A student can choose multiple tasks, and the number of students in this class is 42)

Number of students, learning content

A 15 Write an abstract of about 70 words.

Find beautiful sentences and imitate them.

37 Learning Grammar-Subordination

4.5 Observe and summarize the ed- form.

13 Write about 70 words to introduce another cultural heritage of the same kind.

A short paragraph of an article.

10 Observe, look for phrases or sentence patterns, and imitate sentences.

7 1 1 Observe the text structure of the article.

Observe and find the passive voice.

9.3 Observe the verbs after the verbs of -ing and imitate the sentences.

By reading the above table, we will find that students can explore and learn according to their hobbies, English level and the language points of this module. It can be said that a hundred flowers blossom and each has its own needs.

Finally, I showed different forms to the whole class with a physical projector and shared all the contents. Focusing on the content of "personalization", the author explains a writing skill to students, aiming at laying a foundation for their writing study, so as to complete learning (perceptual self-study)-research (cooperative research)-presentation (presentation feedback) and continuously improve their autonomous learning ability.

(C) the combination of classroom infiltration and extracurricular guidance to broaden the ways for students to learn independently.

English learning is not limited to the classroom, I am more concerned about their English learning after class. Many contents of the new course are fresh and interesting, so I seize the opportunity to stimulate students' interest in learning. For example, when learning the module "Music", we led more than 400 students in the whole grade to watch an English film introducing the musician "Strauss" and asked them to write a review. At the same time, an English calligraphy competition will be held to show the whole grade. Last Christmas, we held a Christmas party called "Enjoy yourself", which was written and directed by the students. Students' interest is at an all-time high. They choose scripts and arrange programs. Snow White and the Seven Dwarfs and The Blind Touch the Elephant have won unanimous praise from teachers and students. In class activities, I use the convenience of being a class teacher to have a "free talk" English conversation once a week to discuss recent events that everyone cares about, so as to train my oral English ability. English diary is also the focus of my attention. From the summary of the text at the beginning, to daily reflection or simple views on social events, students' progress and growth are reflected.

(D) Guide students to conduct self-monitoring and self-evaluation, and reflect on the effect of autonomous learning.

The level of students' self-evaluation ability is a very important factor affecting their study, which is related to whether students can objectively evaluate themselves, have good self-esteem and adopt

Learning with a positive attitude is a good condition for cultivating students' autonomous learning ability. Therefore, in the usual teaching, I often guide students to reflect on their recent learning goals, processes, contents and methods: for example, what important contents they have mastered after each module; Have you learned any more useful methods? And guide students to record their usual learning feelings, experiences, gains and losses in English, including the review of the thinking process of understanding and expression. At the same time, organize students to communicate regularly, so that students can reflect on their learning status and learning effect according to class, homework and quizzes. , so as to find out the shortcomings and make plans.

Students tend to be perfect in constant self-reflection and self-evaluation, and the learning process has also become a process of continuous improvement and self-monitoring, and the awareness of autonomous learning has also been continuously strengthened.

Third, the summary of the current English classroom teaching activities in senior three.

From the first year of high school to the teaching practice in the past two years, the classroom teaching situation of the two classes I taught has changed obviously, and the forms of language activities between teachers and students and between classmates have been widely used in classroom teaching. The classroom teaching situation of students' autonomous learning in a large area has basically taken shape. To this end, I summed up the students' autonomous learning in the classroom.

1. In every class, I integrate the study of basic knowledge into students' observation and try to avoid single grammar teaching.

2. Each class is attended for 2-3 times, including the students who are most dissatisfied with their grades, who can study independently according to the actual situation.

3. The effectiveness of autonomous learning is constantly improving, mainly by avoiding simple and ineffective learning activities and improving classroom efficiency.

4. Students' deep-seated autonomous learning ability has been continuously improved, and about 90% of students can creatively carry out classroom teaching activities, such as performing self-made plays, retelling texts and reporting.

Judging from the results of several unified examinations from the next semester of senior one to now, the overall level of students has been greatly improved, and the average score has been at the upper-middle level in the whole region.

In a word, it is very important to help and guide students to learn effectively in English teaching. "Everything is for the development of every student" is the highest purpose and core concept of the new curriculum. Therefore, in normal teaching, teachers should actively guide and help students, so that students can actively adjust their own student methods and strategies, thus forming the habit of autonomous learning and laying the foundation for their lifelong education.

reference data

Yang Shumei "Mobilizing students' autonomy is the key to speed up the input and output process" (Foreign Language Teaching 2003/2).

Liu Wei's Training Methods of English Autonomous Learning Ability (Report of School of Foreign Languages, Shandong Normal University 006/3)

Interpretation of New English Curriculum Standards (Experimental Draft)

Zhang Changyou's "Autonomous Learning Experiment"