Improving the English Autonomous Learning Ability of Junior School Students培养中学生英语自主学习能力

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ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudents培养中学生英语自主学习能力AcknowledgementsThanksforgivingmethischancetoachievethispaperandtomaketheconclusionformyfouryears’education.Throughwritingthispaper,IhavegainedmoreknowledgethanIsupposed.Mysincerethanksareduetomysupervisor,Miss.Yuforhelpingmetoclarifymythoughtandsharpenmythinking.Here,Ialsowanttogivemythankstootherteachersandmyclassmateswhogavememuchhelp.Thankyou! AbstractWiththerapiddevelopmentoftheworldandthenewcurriculumstandardsofChina,moreandmorepeoplehaverealizedthenecessityofcultivatinglifelonglearningability.Thispaperanalyzestherealitiesofeducationandtheneedsofthetimesbyexploringthenecessityofcultivatingstudents’independentlearningability.Explainingtheconceptofautonomouslearningabilityisalsoawaytocultivatethestudents’independentlearningability.ThispaperanalyzestherolesofteachersandstudentsinEnglishteachingtoelaboratehowtofosterstudents’learningability.Finally,itiscertificatedthroughthewaysofquestionnaires,interviews,theoryandpracticeofteachingthatindependentlearningcapabilitiescanstimulatestudents’interestsinlearningEnglishandimprovelearningoutcomeseffectively.Theimportanttargetsofqualityeducationaretotransformeducationphilosophyandreformthewayoftheeducationtocultivatingstudents’independentlearningability.Independentlearningisakindofabilitytotakingchargeofone’sownlearning.Teachers’maintargetsaretocultivatelearner’sautonomyabilityandlifelonglearningability.Thetraditionalteacher-centeredteachingobviouslycannotfitthedemandforlearner’sautonomy.Instead,thestudent-centeredhasbeendrawingmoreandmoreattention.Thispaperputsouttheadvantagesofautonomouslearningmethodandencouragesmoreandmoreeducatorstochangetheirtraditionalteachingways.Keywords:autonomouslearning;teachingphilosophy;interestinlearning. 摘要随着世界的快速发展和中国的新的课程标准，越来越多的人已经意识到培养终身学习能力的必要性。本文分析了教育的现实和时代的需要，探索培养学生的自主学习能力的必要性并且通过解释自主学习能力的概念表达什么是自主学习怎样培养学生的自主学习能力。本文分析在英语教学中的教师和学生的角色的转变阐述如何培养学生的学习能力。最后，通过问卷调查，访谈，理论和实践教学的方法证明独立学习的方法能激发学生的学习兴趣，有效地提高学习英语的方式。素质教育的重要目标是转变教育理念，改革教育方式，培养学生独立学习的能力。自主学习能力是一种对自己的学习负责的能力。教师的主要目标是培养学生的自主能力和终身学习的能力。传统的以教师为中心的教学，显然无法适应学习者的自主需求。相反，以学生为中心，已吸引越来越多的关注。本文提出了自主学习方法的优点，并鼓励越来越多的教育工作者，改变传统的教学方式。关键字：自主学习；教学理念；学习兴趣 Contents1.Introduction12.TheConceptandTheoriesofAutonomousLearning23.ProblemsonAutonomousLearningamongPresentMiddleSchoolStudents23.1BackwardEnglishTeachingWays23.2TheMainReasonsforThatSituation34.WaystoImprovetheAutonomousLearningAbility34.1TheFunctionofEnglish34.2TheAutonomousLearningAbilityTheory44.3ChangingTeachers’EnglishTeachingMethods44.3.1DevelopingStudents’IntellectualCuriosity54.3.2CultivatingStudents’Self-analysisandProblem-solvingSkills74.3.3InnovationofOurTeachingMethod74.3.4MakingCorrectFormativeEvaluation84.3.5ComputerAssistedInstruction84.4ChangingStudents’EnglishLearningMethods94.4.1CorrectingandFormingGoodStudyHabits94.4.2LookingUptheDictionary114.4.3MakingCorrectSelf-evaluation115.Conclusion12Bibliography14 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentsImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudents1.IntroductionNowadays,inmostjuniormiddleschoolsofChina,thewayoftraditionalforeignlanguageteachinghasstillbeenthemainmethodofteaching.Studentsareusuallyinthepositionofpassivelyreceivingknowledge.Therefore,students’imaginationandcreativityareconfined.ItisfoundthatmoststudentsseldomspeakEnglishoutofclass.Promotinganddevelopinganeweducationmodelistheurgentneedforteachingreform.Autonomouslearningability,whichcanimprovestudents’motivationinlearningEnglish,isjustanewteachingmodel.Itisimportanttofindabettermeansofguidinglearnerstofindtheirownlearningroutes.Asateacher,sheshouldtryherbesttofosterthestudents’autonomousabilityandtomakethembecomeautonomouslearners.Ourcountryhasstronglyadvocatedthequalityofeducationforalongtime,butnowitstillexitsmanyinadequacies,especiallyincultivatingstudents’autonomouslearningability,whichisnotoptimistic.Autonomouslearningisanimportantthemeintoday’seducationalresearch.Autonomouslearningisamodernmethodoflearningwhichcorrespondswiththetraditionalmethod.Itemphasizesthatstudentsarethesubjectoflearning.Studentsachievethelearningobjectivesbytheirindependentanalysis,exploration,practice,andcreation.Autonomouslearningrequireseducatorstomakeschoolamainfrontaswellaspayattentiontofamilyeducationandsocialeducation,whichwillpromotestudent’sbasicqualitiessuchasself-study,communication,production,existenceandsoon.IndependentlearningisparticularlyimportantinEnglishteaching.Autonomouslearnersshouldbethelearnerswithapurpose.Inotherwords,theymustbehighlymotivated.AsafamousChinesesayinggoes,“Giveamanfish,hewillhaveameal;teachhimtofish,hewillhavefoodallhislife.”Aslongaslearnersmastertheabilityinautonomouslearning,life-longeducationcanbemadepossible.Thepurposeofthispaperistosearchforgoodwaystohelpstudentsintheirstudies.Tofulfillthepurpose,thestudentsshould15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentsbeencouragedtodosomelearningontheirownundertheteacher’sguidance.Atthesametime,teachersshouldadoptanewteachingmethod:thestudent-centeredteachingmodel.2.TheConceptandTheoriesofAutonomousLearningAutonomouslearningisanimportantthemeintoday’seducationalresearch.Itfocusesonthestudents’subjectivityandinitiativeinordertomakestudentsknowhowtostudyandachievelife-longlearninganddevelopment.Asakindoflearningability,thisnotonlyhelpstoimprovetheacademicperformanceofstudentsintheschool,butalsomakesthefoundationforlifelonglearninganddevelopment.Theconceptof“autonomouslearning”(Holec132)originatedinthe1960s.Heexpresseditasaconceptualtoolwhichfurtherdevelopsitsdefinition.Kennybelievesthatautonomouslearningisnotonlythefreedomoflearning,butalsoagoodopportunitytoformindependentthinkingabilityasadult(Kenny,825).Littlebelievesthattheessenceof“autonomouslearning”isakindofabilitysuchas“independent,criticalreflection,decision-making.”(Little,16)Learnersneedtoarousetheirawarenessofwhattolearnandhowtolearn.3.ProblemsonAutonomousLearningamongPresentMiddleSchoolStudents3.1BackwardEnglishTeachingWaysInrecentyearsinChina,learningEnglishhasbeenaveryprevalenttendencyandithasbecomemorepopular.Masteryofaforeignlanguage,especiallyEnglish,isviewedasapassporttoone’sfuturesuccess.Thus,moreandmorepeopleswamintothetideofEnglishlearning.However,therearesomeproblemsinteaching.Thehighschoolstudents,especiallyinthefirstgrade,theirEnglishself-studyabilityisnotsatisfactoryandgenerallylow.Thevastmajorityofjuniorhighschoolstudentshavenotformedtheawarenessofindependentstudy.Teachersshouldimprovestudents’confidencedegreeintheirteachingprocess.Teachersplayavitalroletoimprovestudent’sautonomouslearningability.Theteacherswhousuallyfocusoncultivatingstudents’abilities,throughthewaysofexperience,practice,participation,cooperationandtask-basedteachingtocarryoutEnglishteachingarenottoomuch.However,theirstudents’self-learningabilityishigh.Onthecontrary,manyteachersinChinaseldompayattentiontothese15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentsaspects.Theirstudents’self-learningabilityislow.TheoutstandingstudentswhohaveautonomyabilityinlearningEnglisharesignificantlyhigherthanthestudentswhowithlowerscores.Fromthispoint,wecanseethatthedifficultytoimprovestudents’Englishlearningautonomyistopayattentiontounderachieverswhohavelowscores.Teachersseldomfocusontheunderachievers’EnglishlearninginChina.Fromelementaryschooltojuniorhighschool,manystudents’learningconceptsandlearningmethodsareimpactedbythetraditionalconceptsofeducationforalongtime.Allofthesehaveprovedthewayofstudents’learningandteacher’steachingshouldoftenbechangedwiththedevelopmentofthesociety.3.2TheMainReasonsforThatSituationWhyishighschoolstudents’self-learningabilityinEnglishgenerallylow?Infact,therootcomesfromthetraditionalteachingmethodsandteachingmodes.Foralongtime,thetestofexamination-orientedeffectcausedthenegativeimpactofre-teachinglightscience.Thedutyoftheteachersseemstocompletetheclasswithinthelimited45minutes.Theoldteachingmethodmakesstudents’learninginapassiveposition.Studentsdon’twanttoparticipateinandhavenotthepositionofautonomouslearning.Thesituationofourteachingformissingle,whichlimitsstudent’sabilityofthinking.Thereasonofthissituationisthatsometeachersareaffectedbythefixedanswer,whichmakesstudentsbelievethatthereisonlyonerightanswer.Theydependontheteacherstoomuchandcopytheanswersfromtheirclassmates,whichnotonlylimittheiridentifyingproblemsabilityandproblem-solvingability,butalsohinderthedevelopmentoftheirpersonality.Itisalreadyobviousthatjuniorschoolstudentshaveweaknessinself-efficacywhichconstraintstheirsenseofresponsibility,autonomy,self-regulationandcooperationinlearning.4.WaystoImprovetheAutonomousLearningAbility4.1TheFunctionofEnglishWiththerapiddevelopmentoftheinformationageandthegrowthofhumanknowledge,theschoolknowledgeisnotenoughtostudents.Theacquisitionofmoreknowledgedependsonthestudents’lifelonglearning.AmericanfuturistAlvin-Toffleroncesaidthattheilliteracyinthe15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentsfutureisnottheonewhodon’tknowthewords,buttheonewhodonotknowhowtolearn.(Toffler,395)Visibly,understandinghowtolearnisoneofthebasicandnecessaryqualitiesformodernpeopleinthefuture.ThenewEnglishcurriculumstandardsofournationalclearlystatedthateducatorsshoulddevelopstudents’goodhabitsandeffectivelearningstrategiesthatleadthemknowhowtolearnanduseEnglish,cultivatingstudents’abilityofindependentlearning.Therefore,itisimperativetochangethewayofstudentslearning.Inschooleducation,thewayoflearningdirectlyimpactonevendecidestheformationofthestudents’personalityanddevelopmentresults.4.2TheAutonomousLearningAbilityTheoryCognitivelearningtheoryholdsthathumanknowledgeisnotgivendirectlybyexternalstimuli,butistheresultofinteractingbetweenexternalstimuliandpsychological.Therefore,teachersshouldemphasizethedominantpositionofstudentsintheirteachingprocessandtrulyrecognizethepurposeofteachingEnglish,focusingonthefutureofstudents.Ifachildspends9or12yearsinschool,butalwaysresponsestopassivemechanicaltrainingandrotes,hecannotaccuratelygrasptheknowledge.Wecanhardlyimaginethatheorshewillbecomeauniquepersonwiththespiritofinnovationtoobserve,identifyandexpresshisownmindswithhisownlanguage.Therefore,wemustpromotenewwaysoflearning,forexample,autonomouslearning,cooperativelearningandinquirylearning.4.3ChangingTeachers’EnglishTeachingMethodsAlthoughautonomouslearningisakindofabilitythatlearnersshouldassumetheirresponsibilityforlearning,developmentofstudent’sautonomouslearningabilityneedsteachers’support.Teachersshouldchangethetraditionalconceptofteachingtocultivatestudents’self-learningability.Howdoteacherschangetheirroleinteaching?Theansweristhemethodsoftask-drivenandindependentexcitation.Theprocessoflanguagelearningisfromthefeelingoflanguagetomeaningtopracticeandthentoutilizeandoutput.Therefore,teachersshoulddesigntasksandleadstudentstoparticipatetheteachingactionsthroughteachingstrategies.Asweknow,ifyouwanttoenrichyourstudentslearningexperiences,youshouldcultivatetheir15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentsabilitiessuchasinnovativethinkingandcreativeawareness.Teacherwhoarousesstudents’interestinorganizingtheclassroomandguidesthemtocooperatewithothersisthecreatoroftheteachingactivities.Forexample,theyteachstudentstodescribeavarietyofmoviesbyusingadjectivesinEnglish.Agoodteachershouldgivethestudentstasksandencouragethemtodiscovertherules,whichshouldbesummarizedandrecordedintheirexercisebooks.TheAmericanpsychologistMaslowbelievedthatthisisthebestwaytoencouragestudentstoexpresstheiropinionandfostertheirenthusiasmtolearntheknowledgeandbuildtheformationofhealthypersonalitybyestablishingasinceremutualunderstandingteacher-studentrelationship.(Maslow,906)Wecanseethatcreatingacomfortableteachingatmosphereisveryimportantforthepositiveinteractionbetweenteachersandstudentsinlanguagepractice.4.3.1DevelopingStudents’IntellectualCuriosityDevelopingstudents’intellectualcuriosityisimportanttoenhancetheconsciousnessofstudentslearninginEnglish.Teachersshoulduseteachingmaterialsinteachingprocesssothatstudentsstudyinapleasantenvironment.Forexample,agoodstartisahalfofthesuccessintheteachingprocess.WeshouldpayattentiontothefirsttenminutesofaclassandcreateagoodclassroomatmospheresuchassingingsomeEnglishsongsorcarryingoutsomesentencesjustlike“Letmeguess.”or“Followme!”toreviewtheknowledgeandarousestudents’curiosityforEnglish.Studentmastersknowledgeandcapacitydevelopment,whichisinseparablefromlearningsubjects–students’intellectualactivity.Therefore,teachersmustplaytheirleadingroleandorganizetheteachingprocess.InterestisthemostrealisticandactivepsychologicalfactorinlearningEnglish.Itistheeffectivepowertomotivatestudents’learninginEnglish.Howcanweeffectivelyimprovestudents’interest?First,theincentiveevaluationisaveryeffectivemeanstoimprovestudents’interestinlearning.Theimplementationoftheincentiveevaluationcanenhancethefeelingsofteachersandstudents.Harmoniousteacher-studentrelationshiphelpstoformanunrestrained,harmoniousclassroomatmosphereandinspirestudents’highemotioninlearning.Evaluationofincentivecancultivatestudents’interestinthisdisciplineandmakestudentsexperiencethepleasureofsuccess,feeltheexistenceoftheirownvalue,meetthe15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentspsychologicalneedsandfosterself-confidenceinlearning.Teachersmakeshort-termgoalsforstudents,whentheyachievetheshort-termgoalsbytheirefforts,andthenmakemedium-termobjectivesforthem.Thesecond,teachersshouldarousetheirinterestsgraduallyandencouragethemtoachievethelearninggoalsgradually.Intheactualteachingsituation,weoftenadopttwotypesofmethods:oralincentiveandwrittenincentive.Whenteachersusetheincentiveassessment,theymustalwaysbeconcernedabouttheemotionalchangesandpsychologicalneedsofeachstudentinlearningEnglish.Forexample,teachersshouldalwayssay“Yourabilityofunderstandingisverygood”or“ifyoucanremembermorewords,yourabilityofreadingcomprehensionwillbegreatlyimproved.”andsoontoencouragestudents.Themostimportantfactorweshouldpayattentionistheteacher’sattitudeinencouragingmustbesincere.Ifthestudentscanfeelthattheincentivefromtheteacherisphony,theywillfeelgreathopelessnessinlearning.Inaword,teachersshouldhaveconfidenceineachstudentandalwaysbelievethattheyaregenius.Aslongasteacherskeepacordialmanner,earnestwordsanddeeplovewithstudents,theycanimprovethemselvesquickly.Itisimportanttosaysomeincentivewordssuchas“Ibelieveyou.”“Youcandoit.”,“You’reOK.”.Thethird,respectstudentsandswitchrolesinteachingprocess.XuTelisaid,“Teachersandstudentsaremutuallyequalinteachingandlearning”(Teli,894).Thefourthistodesignandcarryoutavarietyofextracurricularactivities.Whenteachersteachnewlessons,theyshouldinterspersesomegames,suchasrole-play,thewordsolitaireandspellthewordgame.Inthiscase,studentscanlearnknowledgeinapleasantgameunconsciously.Forexample,whenteachersteachthetext“Wehaveanewfriendtoday”,theycanmakesomestudentsplaythenewfriends.Inthisway,wenotonlymakeanatmosphere,whichcaninspirestudents’interestinlearningEnglish,butalsomakestudentslearnEnglishquickly.Itisimportanttocombinethepracticeandgame,whichcanmakestudentsachieveagoodresultinlearningEnglish,forexample,whentheystudytheanimals,wecandesignainterestingsong,andsingthesongloudlyusingtheEnglishwordsstudentshavelearned.Thefifth,usingthecorrectmethodofreviewingandconsolidatingwhattheyhavelearned.Teachingnewlessonmustreviewtheoldknowledge.Thesixth,cultivatingtheabilityofinnovateandencouragingthepractice.WeshouldencouragestudentstoconverseinEnglishthroughconversation,sothatstudentsgetasenseoflearningEnglishandenhancetheirinterestinlearningEnglish.Thefinally,studymaterialscarefully,createtheteachingsituation.Teachers15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentsshouldunderstandthetextbooksintheinstructionaldesignprocessandpreparethesituationofteachingforstudents.Theyalsocanaskquestionsandmakestudentsthinkingindependent.Finally,studentscanstudyautonomous;theyalwayslearnEnglishinapleasantsituation.4.3.2CultivatingStudents’Self-analysisandProblem-solvingSkillsTeachersshouldcultivatestudent’sself-analysisandproblem-solvingskills.Teachersshouldchangetheirrolefromteachingtoguiding.Theyshouldguidestudentstoobservelife,gainexperience,explorehowtodiscoverandsolveproblems.Theyalsoshouldguidestudentstolearnthroughbooks,referencematerials,internetandotherwaystosolvetheproblems,whichexistinstudents’study.Forexample,whenweteachstudentstheknowledgeof“Computer”,wecanmakestudentswritetheirhomeworkonthecomputer,andthensente-mailtous,encouragingthemtosaytheEnglishandChinesenamesofthevariouspartsofthecomputersuchascomputer（电脑),thekeyboard（键盘),monitor（显示器),mouse（鼠标),printer（打印机）etc.Thenletstudentsstatethewholeprocessoffinishingjobtomakethemfamiliarwiththevocabularyofcomputer.Suchas“openanewdocument”,“usethemouse”,and“writeanameforthedocument”andsoon.ThisMethodnotonlyimprovesstudent’self-analysis,butalsocultivatestheirproblem-solvingability.4.3.3InnovationofOurTeachingMethodInnovationofourteachingmethodisimportanttoEnglishteacherstomaintainstudent’sinterestinlearningEnglishlanguage.Thisneedstocreatearelaxed,pleasantlearningenvironmentandtouseflexibleteachingmethodstomakeeachofyourlessonsnew.ThedeepinterestisveryimportantwhenstudentsstudyEnglish.Thefirstthingweshouldsolveistograsptheprocessofthewholeteaching.Forexample,tosingandmakegamesinEnglish,whichcanstimulatestudents’interestinlearningEnglishandmakethemfeelthatlearningEnglishissointeresting.TeacherscanorganizesomeinterestingsituationsinwhichstudentscanplayalotofrolesaccordingtotheEnglishstoriesbravely.Thesecondisintegrationofavarietyofteachingmethods,suchas“listentothesinging”,“performance”,“competitionLaw”,“GameLaw”,“superimitation”,“painting”and“arrangementofextra-curricularinquiry”.Teacherscanselect15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentsarightmethodinarighttime.Forexample:InthefirststageofEnglishclass,wecanmobilizetheenthusiasmofthestudentsinlearningEnglishbyusingthewayofsinging.Wecallthispart“warm-up”.Thesecondstageistoshowthenewknowledge.Teacherscanselectthewayliketellingastoryorproducingapicturethroughmultimediatopresentthenewcontent.Wecallthispartpresentation”.ThethirdstageispracticetheKnowledgetheyhavelearnedthroughgame,competition,performingagainandagain.TheforthstageisSum-up;wecansumuptheclassbysingingsongsandpainting.Thefifthstageisextra-curricular.Ifyoucanselectdifferentwayappropriatelyineverypartofyourclass,yourlessonwillbecolorful.4.3.4MakingCorrectFormativeEvaluationHelpstudentsmakecorrectformativeevaluationfortheirlearningprocessandresults.Ifwecanfocusontheformativeevaluationofstudents’dailylearning,wewillinspirestudents’enthusiasmandexploretheirlearningpotential.Howtoevaluatetheclass?Thefirstwayisreadingbeforeclass.Wecantakeadvantageoffiveminutesandrandomlyselectfourorfivestudentstoreadthetextstheyhavelearned,thenannouncetheresultsandrecordscorespublicly.Inthiscase,amonthlater,everystudentispumped.Wecanexaminethehonorsatfirsttosetanexampleforothers.Thesecondisthemethodofincentivelanguage,whichshouldberunthroughtheclass.Thethirdisevaluation,whichreflectsthewholeaspectsofstudents’learningsuchastheirperformanceinclass,discipline,speaking,homework,gradesandextracurricularactivities.Thefourth,weshouldcultivatestudents’abilities,suchasself-understanding,intelligenceandpersonalityanddeveloptheirsenseofinnovation.Thefifthisthewayofgroupcooperativelearning,whichisoftenusedintheEnglishteachingactivities.GroupevaluationmakestudentsdiscovertheirdeficienciesandimprovethewayoflearninginEnglish.Finally,itisimportanttocontactwithparents.Ifeducatestudentswithoutthecooperationwithschool,familyandsociety,theeducationisafailure.Teachersandparentsshouldcommunicateregularlybasedonthesituationofstudents’learning,establishingapositiveinteractionwithparents.4.3.5ComputerAssistedInstruction15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentsWiththerapiddevelopmentofcomputertechnology,thecomputerbecomesmorewidelyusedinmanyfields.CAI(ComputerAssistedInstruction),asaneweducationalmedium,hasinjectednewvitalitytothecontemporaryeducationalreform.ThecharactersoftheComputerAssistedInstructionarelargecapacityandhigh-efficiency.UsingthemethodofCAItoteachisoneofthewaystopromotethereformofthesecondaryschoolinEnglishteachingandstudentsindependentlearningactivities.Now,IwillanalyzehowtouseComputerAssistedInstructioninEnglishteachingfromthreeaspects.ThefirstistheapplicationinteachingvocabularythroughCAI.Thecapacityofthevocabularyisincreasinginthenewtextbook,sorememberingthembecomesdifficult.Wecanadoptthewaytomakeboringwordbecomevivid.Forexample,wecanmakestudentslookatthemap,thentrainingaccordingtotherulesofspellingwhichwillmakethememoryprocesseasier.Wecanshowthenewwordsanditsmeaningonthescreen.Thecomputercansetimagesandanimationsasawholeandincreasetheunderstandingabilitydirectly.Somespecialfeaturesofthecomputer,suchasflashingdiscolorationofaletter,canriseandextendthestudents’consciousattention,andenhanceteachingeffectiveness.ThesecondistheapplicationinteachingdialoguethroughCAI.Ifthedialogueistransformedintotheformoftheaudio-visualwhichcancreatealanguagebackgroundandenvironmentandmobilizethebrain,eyes,ears,mouthandtheresponseofthelanguageinformationtostimulatestudents’interestinlearningtoimprovestudents’Englishcommunicationskillsandinterpersonalskills.ThethirdistheapplicationinteachingofreadingthroughCAI.Inthereadingprocess,teachersshouldcombinethewordswithscenarios,andthentellthestoryaccordingtothescenarios,whichcanshortenthedistanceofthescenewiththestudent’sdailylifeinordertoachievethepurposeofstudentsinreadingtolearnthewordsandunderstandthemeaningofthem.Insummary,wecantakeadvantageofadvancedCAImethodstocultivatethestudents’abilityofthinkingandkeepdeepinterestanddesireinEnglishlearning.Therefore,theapplicationofmoderneducationaltechnologyisoneoftheeffectivewaysandmeansofjuniorhighschoolEnglishteaching.4.4ChangingStudents’EnglishLearningMethods4.4.1CorrectingandFormingGoodStudyHabits15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentsThefirstthingistograspeachteacher’slecturefeaturesandthecharacteristicsofthevariousdisciplines.Studentsshouldnotonlymastereveryteacherintheclasscharacteristics,butalsograspthecharacteristicsofeach,forexample,theLanguagefocusesonreadingandfeelings,andmathematicsfocusesonlogicalthinkingandreasoning.Onlybygraspingthecharacteristicsofvariousdisciplineswillmobilizeallyourintelligence.Thesecondistoadvancepreparation,reviewandpreparetolearnnewknowledge.Studentsshouldprepareallkindsoftoolsinpreviousday,whichcanmakethemsavemoretimeinthenextday.Thethirdistonotethebreakof10minutes.Generallyspeaking,thetimeofeachclassis45minuteswhichwillmakestudentstired.Somestudentscontinuetheirworkorreadingwhichwillmaketheirpsychologicalmoretired.Studentsshouldrelaxthemoodbywalkingoutdoors,doingsomedeepbreathingandmildexercise,standingoutdoorviewingofthedistanttreesorbuilding.Thefourthistotaketheinitiativeandlectures,andpositiveinteractionwithteachers.Studentsshouldpayattentiontoclass,listening,understanding,notingandinteractingwithteachers’process.Besuretofollowtheteacher’sideaandunderstandtheways,skillsthattheteachersadopted.Studentsshouldplaytheirrolesoflearninginitiative.Studentsmusttaketheinitiativetoexpresstheirviews,answertheteacher’squestionsandseriouslyparticipatethediscussion.Thefifthaspectistomakegoodnotesinclass.Thelecturenotesincludetwocategories:First,thenoteofreadingthetextbook;second,thenoteofthecontentthatteacherspresent.Thepremiseoftakingnotesisnottoaffecttheteacher’slecture,whichrequiresstudentstograsptheopportunitywhentheytakenotes.IfthestudentswanttospeakauthenticEnglish,theymustoftenlistentothepureEnglishandimitatethecorrectpronunciation.TherearemanywaystopracticeEnglishpronunciation.Itisimportanttolistentothetextcarefullyandmoretimesbeforeopeningyourmouthtoimitate.Don’tbetoohasty.Certainly,studentsalsocanlistentotheVOAandBBC,whichcanhelpthemunderstandthecorrectvoicewhentheyhavefreetime.Whenyoureadthewords,youshouldrecordyourvoiceusingMP3orvoicerepeatermachine,thencomparewiththesoundtrackandfindoutthedifferencebetweenthem.Whenyoulearnthepronunciation,youshouldreadthewordsloudlyandpracticethreehoursaday.LearningEnglishcannotbeeffectivewithoutthelanguageenvironment.However,students’opportunitytocontactwiththerealEnglishisverylimited.TheirmainenvironmentoflearningEnglishistheclassroom,sotheyshouldpayattentiontotheoraltrainingandarrangeenough15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentstimetopracticetheirlanguage.Forexample,whenstudentsstudytheknowledgeaboutcolors,theycanusethewordsandphraseinthereallife.Whentheylookatthehouse,theycanaskthequestion“Whatcolorisit?”andanswer“It’sgreen.”orwhentheyseeadog,theycanask“whatcolorisit?”andanswer“it’sblack.”4.4.2LookingUptheDictionaryWeallknowthatlearningEnglishisnotonlytolearnthelanguage,butalsotounderstanditsculturalbackground,knowledgeofgrammarandthewayofusingspecialwordsandsentences.First,ifyouwanttograsptheEnglishlanguage,youshouldexpandyourcapacityofvocabulary,forexample,whenyoulearntheEnglishofcareerintheclass,thenyoushouldsearchthecorrespondinginformation,whichdonotexistinthetextbook.Thesecondisexpansionofthesentence.Weoftendiscoverthatthereisasentencepatternwhichisone“askandoneanswer”inourtextbook.Infact,weshouldovercomethissinglemodel,becauseitlimitsthedivergenceofthinking.Forexample,whenstudentsstudythesentence“What’syourfavoriteanimals?”theycananswerlike“Ilikehorses.”or“Myfavoriteanimalsarehorses.”ThethirdistocollectextractEnglishinformationaroundyou,suchastrademarksanddescriptionofEnglish,ChineseandEnglishadvertising,signageandsoon.ThefourthisthatStudentscansubscribesomeEnglishnewspapers,suchas“theEnglishweekly”or“EnglishCoaching”andsoon.4.4.3MakingCorrectSelf-evaluationWeshouldmakecorrectattributiontostudents’learningandknowhowtomakerightself-evaluation.Theattributionisthemostordinarydemandofhuman;everyonehasseriesofperceptionsaboutthelinkbetweenthereasonsofresultandthebehavior,whichcomeoutoftheirownexperience.AmericanpsychologistWiener(B.weiner)hadmadeasystemexplorationandanalysisontheattributionoflearningresults.Hethinksattributionshouldbedividedintothreedimensions:Internalattributionandexternalattribution(internalandexternalsources);stabilityattributionandnon-stabilityattribution(stability):controllablecontrolanduncontrollableattribution(controllable).Theinternalattributionisthereason,whichexistsintheindividual,suchasthepersonalcharacteristicsofpersonality,quality,motivation,attitude,15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentsemotion,moodandlevelofeffort.Externalattributionistheexternalconditionsoftheevents,suchasthebackground,theopportunities,andtheinfluenceofothersandthedifficultyoftasks.TherearealwaysfullofsuccessandfailureinEnglishlearning,correctingattributiontakesadvantageofthedevelopmentoflearning.Weiner’sattributiontheoryisthatstudentswillfeelsatisfactionandpridewhentheybelievetheirsuccessistheinternalreasons,andwhentheybelievethesuccessisthereasonoftheexternal,theywillfeelsurprisedandbefullofgratitude.Whenstudentsthinktheirfailureistheresultofinternalaspects,theywillhavethefeelingofhelplessness;andwhentheythinktheirfailureistheresultofexternalaspects,theywillbefullofhostility.Whenstudentsattributetheirsuccesstostablefactors,theywillincreasethelearningmotivation;andwhentheyattributetheirsuccesstounstablefactors,theywilldecreaseorincreasetheirlearningmotivation.Whenstudentsattributetheirfailuretostablefactors,theywillreducetheirmotivationinlearningEnglish;andwhentheyattributetheirfailuretounstablefactors,whichwillmakethemincreasethemotivationoflearning.Insummary,studentsshoulddocorrectattributionfortheirlearningresultintheirstudylife.5.ConclusionNowadays,themiddleschoolstudents’autonomouslearningabilityisgenerallylowwhichmainlypresentthefollowinginfiveareas.ThefirstistolearnEnglishwithoutprogram.ManystudentsstudyEnglishwithoutmakingaplan,sotheirlearningobjectives,particularlythelong-termlearningobjectivesarenotclear.Thesecond,althoughsomestudentsrealizetheimportanceoflearningstrategies,theirabilityofusingvariouslearningstrategieseffectivelyislow.Thethird,studentsrarelychooseextra-curricularlearningmaterialsandactivitiesbythemselves.Thefourth,Studentslackabilityofself-assessment.Basedontheaboveanalysisofthesituationofstudents’self-learningability,Ibelievethatteachersneedtodothefollowingwork:changinginstudents’learningconcept;meetingstudents’learningrequirements;persistingthestudent-centeredteachingtheory;trainingofstudents’learningstrategies;focusingonprevision;usingforeignlanguagelearningresourcesanddrawingattentiontothesummaryandfeedback.15 ImprovingtheEnglishAutonomousLearningAbilityofJuniorSchoolStudentsThecultivationoftheEnglishautonomouslearningabilityisacomplexengineeringwhichcannotreachthetopareainshorttime,soweneedtoexplorecontinuouslyfromtheoryandpractice.Teachersmustimprovetheirownquality,andkeepexploringintheprocessofteachingpractice.Theyalsoshouldsummarizetheteachingexperience,andchangetheirroleinteachingEnglishinordertomakestudentsbecomemastersoflearning.Inconclusion,moreandmoreEnglishteachersgraduallyacceptthelearner-centeredapproach.Theyarenolongerintheirdominatepositionaslecturersinclasswhilethelearnersarenotpassivereceiversanymore.Accordingtothedifferentsituation,theteachershouldplaydifferentrolesinclass,suchasaguide,afacilitator,anorganizer.Theteacher’sjobismorechallengingindesigningandorganizingvariousteachingactivities.Theteachershouldfacilitatethecommunicationprocessbetweenallparticipantsintheclassroomandvariousclassroomactivitiesandtexts.Theteacher,asafacilitator,mustberealandgenuineatfirst.Second,theteachersshouldbefulloflovefortheirstudents,praisingthestudentswhoowntheirindividualideas.Third,theteacherneedscommunicatewiththestudents.Theteacherwiththesecharacteristicswillsucceedinachievingthegoalsofeducation.15 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