A Study Of Classroom Teaching Of Dulangkou Middle School On Student’s Learning Autonomy Training

Student’s learning autonomy refers to the student’s quality to independently set up objectives,clarify the learning direction,and conduct effective learning through self-identity,self-reflection,and self-control at school.Autonomous development is one of student’s core competencies advocated in today’s world and in China.Dulangkou Middle School of Chiping County,Shandong Province has engaged in classroom reform for 20 years,beginning from"mobilizing students"at the early stage of reform,to"returning classroom to students"at the crucial period,then to"independent learning pattern"nowadays,resulting in great improvement in student’s learning autonomy and high anticipation for classroom reform of school.Through the grounded theory approach of qualitative research,how to train student’s learning autonomy in classroom teaching of Dulangkou Middle School is studied in this research to construct the interpretative theory.According to the existing research results of Chinese scholars,China’s middle school students from 7^thgrade to 9^thgrade whose autonomy level drops clearly and momentum appears to be declining.Therefore,through a questionnaire survey,and by the comparison with the norm of student’s learning autonomy in China’s middle schools,the writer discovers that the student’s learning autonomy of Dulangkou Middle School shows a trend of gradual rise,with its growth from the 8^thgrade to9^thgrade clearly higher than that from the 7^thgrade to 8^thgrade.This indicates that Dulangkou Middle School has made effective achievement in terms of training of student’s learning autonomy.Then,following the grounded theory approach in the qualitative research and centering on the three dimensions of autonomy,the training process of student’s learning autonomy in the teaching stages of Dulangkou Middle School is studied in detail,coming to the theoretical explanation of"teachers delegating power,whole members’participation,whole process promotion,and whole effort investment to train the student’s learning autonomy",or"One-Power Guide Three-Whole"Theory.The reason why classroom teaching of Dulangkou Middle School can inspire and train student’s learning autonomy is that under the guidance of teachers,all students actively participate,with affection,cognition,and behavior of students in three sections of teaching fully committed and inspired between each other,giving full play to the student’s learning initiative,then training and developing student’s learning autonomy.The 40-year experience of reform in Chinese education and teaching offers the rich soil for the new construction of teaching theory.The practice and exploration of Chinese teaching reform requires theoretical interpretation and exposition,sending China’s voice to the world.This paper is undoubtedly an effort in theoretical construction,and meanwhile it has practical significance.The"One-Power Guide Three-Whole"Theory produced in this paper is a theoretical innovation with practical significance.