The Web-based Autonomous Reading Of Students In Senior Middle School

Traditional reading focuses on both ration and cognition mainly for developing language competence. Later, emotions and intelligences are also stressed. Reading will be better based on good emotions such as internal motivation, active attitude, confidence and so forth. And reading should be used to develop multiple intelligences. More and more factors in reading have been researched like culture, schemata, reading strategies and the like.The rapid development and wide application of the computers .and the Web such as Internet offer both great challenges and opportunities for education, and they provide the reading teaching and learning with new scientific perspectives.This thesis is mainly on the feasibility and application of autonomous reading. The qualitative and quantitative analysis is to be adapted to explore reading modes, designs and practice.Based on Constructivism, Humanism and Self-access theory, autonomous reading on the Web will facilitate reading in bothintellectual and nonintellectual factors. It not only motivates the students more actively and makes them more confident, but also develops readers' reading skills, competence and multiple intelligences.Autonomous reading helps to transform the traditional reading modes. As a result, further research in new modes is necessary, including independent mode, cooperative mode, probing mode and discussion mode.A reading design is another aspect. Five arrangements, including purpose analysis, teacher's guidance, autonomous reading, feedback, communication and evaluation should be designed. In purpose analysis, the norms of reading materials and manifold tasks differ from the traditional reading. There is a need for teacher'sguidance to websites and methods for searching materials needed. Autonomous reading through browsing, downloading, googling and limiting materials on the Web is another step. Feedback and communication through E-mail, BBS, or Usenet help to optimize reading by replanning tasks, monitoring the process and correcting the irrelevant action. Multiple evaluations are also essential and important.After the exploration of theory, an actual autonomous reading design of Unit 21 in Senior Book 2 is presented. Reading purpose should be given ahead of the introduction of websites, which is indispensable for avoiding losing on the Web. A warming-up quiz was conducted to excitated the students before autonomous reading. If students are interested, further reading through feedback and communication will better the understanding of the topics. Last, reading process and effect are evaluated through comparison and analysis in a questionnaire and the final examination.As can be seen from the research, autonomous reading presents the change from teacher-centered to student:centered, it speeds up the development of reading competence and it proves to be efficient.There are still many problems including thought, time, equipment, web technology and trouble in reading etc. Nevertheless, undoubtedly autonomous reading brings great vitality to reading in Senior Middle School, hence, is well worth researching and exploring for all the educators.