A Study On English Autonomous Learning Ability Under Online Teaching Mode In A Senior High School In Dalian

With the coming of the data age,education informatization has attracted more and more attention.The integration of information technology and teaching is becoming more and more diversified and intelligent.The emergence of the COVID-19 brought online teaching into people’s vision.This new teaching method,which is fully dependent on information technology,imperceptibly prompts both teachers and students to change the way of teaching and learning.On the one hand,it inspires teachers to think about how to promote the normalization of online teaching and how to use online teaching to improve online and offline blended teaching.On the other hand,teachers also need to think about how to cultivate students’ autonomous learning ability under online teaching mode to help them adapt more quickly,improve learning efficiency and ensure learning effect.However,as a product promoted by the epidemic,the emergence of online teaching hurriedly will inevitably be accompanied by many imperfections,which will lead to problems in the actual application process.Whether students have the corresponding autonomous learning ability affects whether they can overcome these problems.Therefore,it is of great significance to explore the current situation of high school students’ English autonomous learning ability under online teaching mode.This research investigates 267 fresh students and 5 English teachers of a high school in Dalian,Liaoning Province from the perspective of online teaching based on the theory of humanism,constructivism,and cognitivism.Relevant data was collected and analyzed through questionnaire and interviews,focusing on autonomous learning awareness,behaviors and external environmental factors to investigate the current situation of high school students’ English autonomous learning ability in the context of online teaching.This research focuses on the following issues:(1)What is the current situation of students’ English autonomous learning awareness under online teaching mode in this school?(2)What is the current situation of students’ English autonomous learning behavior under online teaching mode in this school?(3)How do external environmental factors influence students’ English autonomous learning ability under online teaching mode in this school?After investigation,this study found that: students in this school have a strong sense of autonomous learning in English and have a clear understanding of their own dominant position in learning.They show independence in learning and confidence in adapting to online teaching.Students have insufficient mobility in autonomous learning and they can’t maintain continuous concentration during online autonomous learning.Their autonomous planning ability is insufficient.They lack systematic self-assessment methods and information ability.Teachers’ positive guidance can help students’ emotions and teaching methods will affect students’ classroom participation,learning efficiency and enthusiasm.Parents’ role models influence the development of students’ autonomous learning habits.The problems of online autonomous learning include: students always distract and their autonomous learning is not continuous;problem-solving ability is insufficient;information literacy is immature,which is reflected in that ability to identify learning resources and quickly obtain effective resources is insufficient;teachers ignore the guidance of online learning strategies.Therefore,this research puts forward suggestions: improve students’ interest and thinking ability in online autonomous learning;promote peer collaboration to establish a sense of responsibility;strengthen students’ information literacy and the guiding role of teachers;emphasize learning strategies and personalized learning;give full play to the role of parents as role models and the effect of cooperation with the school.