A Study On The Students’ Autonomous English Reading Ability And Guiding Strategies In Senior High School

New curriculum standard of senior high school requires students to develop language comprehensively. Reading is an essential part in the teaching models. How to improve students’reading is teachers’concern in senior high school. According to the new standard, the students need to grasp more new words and do more readings. Obviously, it’s not sufficient to only learn textbook in class for students to do a great quantity of reading to enlarge their vocabulary and improve their reading habit, strategy and thinking so that we can appreciate the whole text independently. Autonomous learning theory provides us an effective method on reading instruction. It emphasizes that students should manage their own learning to improve their reading.This thesis focuses on the application of autonomous learning theory in reading instruction. In autonomous reading class, teacher is a guider and students are the center. They can control their reading time and reading materials. In the thesis, "autonomous reading" is based on learner autonomy. It is an important concept in the filed of Holec’s Autonomy and Foreign Language Learning and has drawn wide concern among scholars and educators. Chapter One is about academic research on autonomous reading from the perspectives of constructivism, motivation, autonomy, reading model, schema theory as well as its application in classes. In Chapter Two, the author choose 345 students in Change N0.2 senior high school as research subjects and analyses their students’ autonomous reading ability from six dimensions in order to understand their reading level and problems. The result can be reflected in questionnaire I. At last, the author attempts to offer effective solutions to students’autonomous reading and develop their extra-reading interests.