| With the new curriculum reform developing in depth, the focus of the English teaching is shifted from language knowledge instruction to the development of students'abilities. And to change students'learning modes, to cultivate students'self-learning ability, as well as develop students'lifelong learning capacity has been ranked high among the high school education goals. From the pedagogical perspective, learning autonomy is a means of effective learning and a desired target as well. However, most of the research on the self-learning modes is mainly devoted to college students, with little attention to high school students.Based on the theory of learning autonomy, through questionnaires, interviews, etc, the thesis aims to find out the problems prevailing in the self-learning process of high school and accordingly, put forward some strategies in order to improve senior English teaching and students'self-learning ability both in general and specifically.The paper consists of five parts:The first chapter is introduction, including the introduction of the concept of autonomous learning and its features, the theoretical basis for the study as well as the current study condition on the autonomous learning mode.The second chapter is the theoretical frame of autonomous learning, presenting three supporting evidence from psychology, philosophy and education.The third chapter goes deep into the current condition of autonomous learning of senior high school with surveys by questionnaires, observation of English class, interview, etc. Based on the surveys, the author gives her analysis and explanation.The fourth part is an experiment on the English teaching mode of the self-learning in a selected senior high school. It proves to be that the autonomous learning has a positive correlation with the effectiveness of English teaching and students'score.The fifth part gives its suggestions to improve the self-learning ability of senior high school students.
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