A Study Of The Application Of Autonomous Learning Theory To English Reading Instruction In Senior High School-the Cognition And Application Of A Senior High School English Teacher

Reading is one of the important language skills,and reading teaching is a crucial part of English teaching(Wang Maojin,2011).The English Curriculum for Senior High School(Ministry of Education,2017)regards " concept of practical English learning activities and efforts to improve students’ learning ability" as one of the basic concepts,and points out that they should advocate autonomous learning,cooperative learning,and inquiry learning.In addition,the concept of life-long learning has also received extensive attention from the education community.The ultimate goal of school education is to teach students to learn.Therefore,teachers should promote student-centeredness,combine autonomous learning with reading teaching,and train students into learners with autonomous reading ability in English reading teaching class in senior high school,so that they can define reading goals and plans clearly,use reading strategies rationally,monitor the reading process,evaluate the reading effect,stimulate students’ reading interests,cultivate students’ good study habits,form positive learning attitudes and effective learning strategies,and lay a foundation for life-long learning.This paper takes the theory of autonomous learning as the theoretical basis,and adopts the questionnaire survey method,classroom observation method and interview method to discuss the application of autonomous learning theory in English reading teaching in senior high school.This article will answer the following research questions:(1)discuss the self-cognition of teachers in applying autonomous learning theory to English reading teaching class in senior high school?(2)discuss the use of autonomous learning theory in English reading teaching class in senior high school?(3)discuss the difference between the teacher’s self-cognition and the use of real classrooms? Then find out the reason?First of all,the author explains the background,current situation,necessity and significance of the research of carrying out English autonomous reading teaching in senior high school.The second,this paper expounds the research situation of autonomous learning at home and abroad and the related concepts and theoretical basis of autonomous learning and autonomous reading.During the research period,the author conducted a questionnaire survey on 38 English teachers in Wan Zhou Shanghai Middle School in Chongqing to know about the self-cognition of English teachers on autonomous learning theory in senior high school English reading teaching.It was found that most teachers agreed to apply the theory of autonomous learning to English reading teaching in senior high school.At the same time,during the internship period,the author wants to discover the real use of autonomous learning theory in English reading teaching in senior high school through classroom observations.The data found that teachers rarely use autonomous learning to guide reading teaching in real classrooms.Later,the interviews with teachers,as well as comparison of questionnaires and classroom observations revealed that teachers’ self-cognition differed from real classroom use.Finally,the author puts forward corresponding suggestions for English reading teaching in senior high school through the reflection of the research conclusions,and the author also analyzes that there are still some shortcomings in this study.