Research Of High School Students’ Automatic Learning Under The Situation Of The Reform In The College Entrance Examination

In September 2014, the College Entrance Examination carried out reform. The English text changed into social examination. Students could participate twice a year, taking the highest score. This paper’s topic caters to this social English College Entrance Examination policy. By making an investigation of high school students’ after-class autonomic learning, the author will find out the effective way of dealing with social English College Entrance Examination, and explore whether this reform can reduce tudents’studying burden.Depending on the theoretical basis of the definitions and features about autonomic learning and the domestic and foreign researches, this research uses documentary method, questionnaire method and interview method to do this research. Firstly, the author uses documentary method to collect, organize and analyze the relevant historical materials and data. Secondly, the author uses questionnaire method to find out high school students’ means of after-class autonomic learning and their learning outcomes. In order to increase the feasibility, objectivity and impartiality of this study, the author selects three different levels of high school in Liaoning Province as the investigation objects. Thirdly, the author uses interview method to make a deeper understanding of this study.This research finds:(1) Keys school students feel that the academic burden is still very heavy. However, regular high school students’opinions are divided into three parts. A few of the students claim that this policy has no effect on them. The students who are good at English declare that this policy increases the burden of their studies, because they may take many times exams to get the highest score. Some think that this policy reduces the burden of their studies, because after the first exam they will never suffer from the English exam any more. (2) Students from this three different levels high school adopt two ways of leaning:self-directed learning and after-class tutoring. As a whole, after-class tutoring works well. Key high school students’ ability of automatic learning are higher than the regular high school students’. However, most of the high school students’consciousness is poor, and they can’t finish their own learning plans. Therefore, we can conclude that most of the high school students don’t have the ability of autonomic learning at present, so the most effective way of autonomic learning is after-class tutoring with teachers or other people’s guidance. At the end of the paper, the author gives advice to both teachers and students on how to cultivate students’ability for autonomous learning.