Application Of Self-directed Learning In English Teaching In Senior High School

Self-directed learning has been a significant topic in education research since the1980s.The cultivation of the ability in self-directed learning is regarded as an important courseobjective in curriculum theory. Self-directed learning itself is also seen as a crucial teachingmethod in didactic theory and an efficient learning style in learning theory. It is the realizationthat self-directed learning can enhance both the performance at school and the foundation oflifelong learning of students that lead all branches of education theory to consider self-directedlearning as their theme.In recent years, practicing self-directed learning in English education in Chinese highschool still has serious limitations. Most classes are teacher-centered and few teachers sincerelycare about students’ learning methods, thinking methods and communicating methods.Cramming education and the neglect of the students’ principle position are widely witnessed inChinese inculcation. To solve them, it is essential to value the status of self-directed learning.Only in this way can we make students conscious about learning by themselves, hold positiveattitudes toward learning, and keep self-monitoring and self-regulation.This paper, based on the self-directed learning theory, designed an educational experiment,where the experimental class was taught according to this theory and the control class was taughtin a traditional Chinese way utilizing test comparison and questionnaire survey. I tested theEnglish performance of the both classes to verify whether they were the same. The result waspositive and this sample is reliable. In the one-semester experiment, In a role of teacher, I appliedthe self-directed learning theory in the experimental class: First, I introduced previewing atclasses. Second, I emphasized in teaching self-directed learning methods and strategies andtrained them to use them. Third, I accomplished teaching objectives in various ways, includingguided learning plan, previewing outlines and cooperation in groups. I kept traditional teachingmethodologies in the control class, such as oral instruction, blackboard-writing while letting thestudents listen to my speeches and take notes. I compared the performances of the two classesagain after the experiment and issued questionnaires to the experimental class for their feedback and suggestions.I found that the average score of both classes rose, yet students in experimental class clearlymade more progress. Survey result indicated that Students in experimental class were also moremotivated, more efficient in practicing learning strategies and more expert in evaluating andsummarizing learning processes.Generally, they held positive ideas toward self-directedlearning and proposed their personal viewpoints. So applying self-directed learning can improvestudents’performance, increase their learning motivation and boost their ability of self-directedstudying effectively.