【導讀】究工作所取得的原創(chuàng)性成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含任。對本文的研究做出重要貢獻。的個人和集體，已在文中標明。本聲明的法律后果由本人承擔。送交學位論文的復印件和磁盤，允許論文被查閱和借閱。本人授權(quán)河北師范大學。印或其它復制手段保存、匯編學位論文。本研究基于農(nóng)村中學生的特點，在自主學習理論，自主教學模式的指導下，習，真正成為自主學習者。本文介紹了自主學習的概念、和特點，歸納了自主學習課堂教學的特征，提出了高中英語自主學習課堂教學模式應該遵循的原則。學案設計充分考慮學生的因素，調(diào)動學生的學習動機，提高自我效。學習興趣，養(yǎng)成良好學習習慣，改善學習策略培養(yǎng)自主學習能力的目的。自主學習策略，倡導自主學習與合作學習相結(jié)合，引導學生自我反思與自我評價。經(jīng)過兩個學期的教學實踐，對前測和后測對比的結(jié)果發(fā)現(xiàn)，因此，該自主學習教學模式在教學中是切實可行的。

　　

【正文】 es but also exploit independently autonomous learning strategies and enrich learning resources. For instance, students should do independent and autonomous programming for learning tasks and carry them out. On the other hand, students can take advantage of all kinds of opportunities to do real munications, they can widely read popular science books or literary works what39。s more, even tentatively use documents for daily writing. The Layout of the thesis Chapter One begins with the brief introductions to the background of the autonomous learning research and then pay more attention to the features of rural high school students and necessity of the study. Chapter Two reviews the researches on autonomous learning abroad and at home. The researches in the west have something in mon in concern with autonomy and independence, offering new understanding of the principles of autonomy and independence on educational structures and methods. Chapter Three states the basic issues of autonomous learning to lay a theoretical basis for the present study. Firstly, the definition of autonomous learning is introduced and then es the theoretical background, requirements for autonomous learning in the new English curriculum standards for senior high school and the factors affecting on autonomous learning. In the following part, principles and specific effective ways of fostering autonomous learning are demonstrated. At the end, the learningplan teaching model for autonomous learning is introduced. Chapter Four demonstrates the experiment on autonomous learning in rural Xindianzi High School. With one school year39。s autonomous learning training, their autonomous learning capacity is highened and their marks are also much higher 7 improved than those of the students in the control class. Chapter Five is made up of results and analysis. The results are shown in the form of five charts. It is obvious that the grades and autonomous learning concepts of the students in experiment class are improved more greatly than those of the students in control class by analyzing the data from questionnaires, the classroo m experiment and interviews. Chapter Six includes findings and suggestions. On the base of the results and analysis of this experiment, some valuable findings are presented and some advice is suggested on English teaching in rural senior high schools to better foster students‘ learning autonomous ability. Chapter Seven is conclusion where the limitations of the study are given and some problems need solving. 8 Chapter 2 Literature Review The research on autonomous learning in the west In the last 30 years, the researches of autonomous learning have gained widespread popularity in educational fields in the west. Some of them pay close attention to social, political, psychological, ideological, philosophical facets of autonomous learning (Holec 1979； Dickinson 1987； Weden and Rubin 1987； Graks and Grundy 1988； Brooks and Grundy 1988； Little and Singleton 1989； Littlewood and Nunan 1997。 David Little1991。2020:2). Some are interested in learner training (McCafferty,1982； Dickinson， 1987； Wenden， 1987， 1991； Holec， 1987； Oxford，1987； Cotterai， 1995， 2020； Broadyamp。Kenning， 1997). Some on the application of practise in autonomy and independence. (Boud 1988； Candy 1998； Dickinson 1988 and 1993； Lee 1998； Cotteral 1993； Marshall 1996； Nunan 1997). The researches in the west have something in mon in concern with autonomy and independence, offering new understanding of the principles of autonomy and independence on educational structures and methods. At the same time, these researches have a great effect on some methodological and pedagogical creations, which generally are called as selfdirected learning, autonomous learning or independent learning(Little 1991).Humanism, social cognition, constructivism as well as the learnercentered approach(Nunan， 1 988) all emphasize and support learners39。 central place in class and their autonomy and independence after class. Based on Piaget39。s interactionism (Piaget， 1977)， learning takes place when learners actively construct their own understanding and knowledge through their interaction with the world around them, more importance is put to learners‘ cognition， personality and motivation． In addition， to foster autonomous learning, these researches not only focus on responsibility and involvement of learners but also on critical reflection ( David Little1991。2020:2)of beliefs and attitudes to learning． The success of a learning activity is， to some extent， contingent upon learners‘ stance towards the world and the learning activity in particular, their sense of self, and their desire to learn (Bensonamp。voller,1997： 134). That is, it is beliefs and attitudes that will affect learners to act in some ways in learning process. 9 The research on autonomous learning in China The studies above are based on the western context, which is different from that of China. Different contexts are likely to produce different practices and outes(Chan， 2020). A person39。s beliefs, attitudes and actions are influenced by cultural orientation, so the researches on autonomous learning in different contexts are in great need and a variety of cultural orientations should be taken in consideration by researchers. In China the thoughts on autonomous learning can date back to Confucian Heuristic Teaching Method and bination of learning and thinking. He said in ―Analects of Confucius