Application Of Autonomy In Language Learning In MUN Project

Modern education is more and more inclined to foster habits forlifetime learning and to cultivate versatile capable learners. As our societysteps into an information age, people have to deal with large amounts ofinformation in order to adapt to rapidly changing circumstances. The goalof fostering independent individuals with self-determination requiresmodern education to commit itself to long-term objective, as well as tonurture learners' independent learning competence, which is a necessaryskill for their lifelong learning.As a breakthrough in foreign language education's reform anddevelopment, independent learning has gained more and more publicrecognition. The experimental tasks relating to independent learning havebeen executed or will soon be executed in many regions. Thougheducators and researchers have held varying points of view regarding thedefinition of learner autonomy, it has long been a topic of activediscussion. As early as two thousand years ago, educators from China andforeign countries had already discussed the essence of independentlearning, and even tried to turn independent learning into a scientific formthat could be used in teaching practice.In March, 2005, the first "Peking University National Model UnitedNations Conference for High School Students" was held in Beijing, and played a crucial part in inspiring students to enhance independentlearning. This activity was designed as a Chinese project belonging to"Simulation Training Camps of United Nations Chiefs" in "GlobalClasses". The MUN conference aimed at widening the students' fields ofvision and at enriching their global knowledge worldwide. During theconference, students played as diplomats from various nations, and eitherdebated, negotiated or consulted with each other focusing on certaininternational issues. From these role plays which they projectedthemselves into the dialogue of key initial issues and then proposedmeasures for settlement. Implementation of such series of activitiesimproved the students' integrated capabilities to a considerable level.Yali High School has been probing into the above event for only twoyears. However, our enchantment with the MUN conference and itssubsequent effect to promote our students' familiarizes with independentlearning have spurred this writer to further research. During the studyhereon, the writer, assuming Yali High School as an experimental base,will discuss the definition, character and function of how the MUNconference has advanced students' independent learning. Likewise, thewriter proposes some tentative plans and applicable suggestions. Thewriter looks forward to fresh edification brought by this brand-new yetgreen study.This thesis consists of five Chapters besides the Introduction and the Abstract. The first Chapter discusses the background of independentlearning and its current development, which narrates the inevitability ofindependent learning in high school's language courses. The secondChapter investigates some viewpoints from high school teachers andstudents to independent learning, and analyzes relevant data. The thirdChapter probes into patterns of independent learning in high schools,specifically, the MUN conference. The fourth Chapter reports theexperiment in Yali High School where the writer made observations, aswell as construes results of the experimentation. The fifth Chapterremarks on benefits of the MUN conference which has expeditedindependent learning, also on its developing orientation in the near future.