Research On The Development Of Student Learning Autonomy

In recent decades, in order to adapt to the requirement of era development, many countries and regions take autonomous action as one of the students’ key competencies. China is advocate to develop students’ learning autonomy, however, PISA and many studies show that Chinese middle school students’ learning autonomy is in the overall low level. By analysis, the lack of learning autonomy in theory and practice is the main reason for this situation. Therefore, it is necessary to research on student learning autonomy in theory and practice.Learning autonomy is students’ systemic quality of self-determination and self-discipline in such as emotion, cognition and behavior being independent and being transform heteronomy in school life. It contains the elements such as independence, initiative, absorption, reflective, planning and creativity. In the terms of structure, the learning autonomy includes emotional autonomy, cognitive autonomy and behavioral autonomy. The interaction among them produces the overall effect of learning autonomy. With respect to categories, it can be divided into different types by its subject, rational proportion, way of production, form and function. With regard to the development trend, learning autonomy will be promoted with students’ maturity, but this doesn’t mean it can be "natural growth". It will be influenced by student’s individual development, teaching methods and teaching environment, but improper educational influence can cause it to appear to reduction.By inspecting the related teaching thought and self-regulated learning model at home and abroad, we have got the enlightenment of how to develop students’ learning autonomy from four aspects. First, the teaching goals should integrate students’ emotion, cognition and behavior, to promote them from passive learning to active learning, starting from the inspiration of students learning motivation. Second, for the teaching subject, it should confirm student’s main status and the inter-auto no my relationship between teaching subjects. Third, for the teaching methods, teaching should be in accordance with students’ condition, follow the principle of "students learning first, teaching later", and provide students with autonomous time and space. Fourth, for the teaching evaluation, teacher should understand the students and provide student with autonomous support through the incentive evaluation. Based on these enlightenments, this study considers "Naturally Individualized Teaching" as the teaching model to develop students’ learning autonomy.This study selected 324 students of grade seven as research object from five schools in both Jiangsu and Shandong province, using the self-made "student learning autonomy questionnaire" and "observation table of student learning autonomy in classroom " to make former investigation. The findings of the investigation are as follows:first, although students have certain autonomous desire it is not strong. What’s worse, there is a big gap between students’ autonomous desire and autonomous behavior. Second, students’ learning autonomy and its core elements level is low. Third, there is significant gender difference, girl students show better learning autonomy than boys. Fourth, the students’ academic level is related to their learning autonomy significantly. For further exploring, there are three major causes to make students’ learning autonomy low. First, Teachers tend to "excessive teaching" and are unwilling to provide autonomous activity for students. Second, there are some influences of the students themselves including dislike of school, weak will, blind study, strong dependence and lack of learning strategies. Third, the school is lack of autonomous teaching cultural environment.Base on the condition of student learning autonomy, we carried out teaching experiment with "Naturally Individualized Teaching" to develop students’ learning autonomy. The Researchers made many training and guidance to improve the behavior of teachers and students, teaching reform and construction of culture environment, etc. In the late stage of experiment, we use the "student learning autonomy questionnaire" for late investigation. Contrast with the former and late data and information, we found that the experiment has achieved good results. First, all kinds of students’ learning autonomy has been significantly enhanced; Second, most of the subjects grades for five school students (Chinese, math, English and geography) have been improved significantly. In addition, the experiment has promoted the teaching, then it could pay more attention to student learning, and it also improves teaching research action and teaching reflection.Based on the experimental results, we have achieved the following conclusions: first, "Naturally Individualized Teaching" is beneficial to promote students’ learning autonomy; Second, it helps to improve students’academic performance by their learning autonomy. However the correlation between them is not a simple linear relationship (some subjects such as history and biology failed to significantly increase); Third, the teacher’s emphasis on students’ learning autonomy degree will influence the development of students’ learning autonomy; Fourth, the education teaching reform experiment can both promote students’ learning autonomy and teachers development; Last, teaching reform of development of students’ learning autonomy can be implemented in all kinds of schools.The development of students’ learning autonomy is not achieved overnight. Therefore, teachers should make develop students’ learning autonomy as its own duty; they should transfer teaching ideas by changing the "excessive teaching" to giving students autonomy, combine self-learning and cooperation learning deeply, guide students to change learning behavior, and need to trust and encourage students (including care, respect, entrusts with an important task and the establish incentive mechanism, etc.). Thus, students’ learning autonomy can get long-term development.