IntroductionTheproposalof"autonomouslearning"inChina,ontheonehand,reflectsthenewachievementsinthestudyofEnglishlearningtheory,ontheotherhand,putsforwardaseriesofnewfundamentalproblemsforthewholeeducationandteachingreforminChina.Theissueof"independentlearning"hasbeenestablishedasanimportantresearchcontentbytheninthfive-yearplanofnationaleducationscience,whichindicatesitsimportanceandthebroadconsensusinthetheoreticalcircle.Inaword,tocultivatethehabitofautonomouslearning,furtherresearchonautonomouslearning,thedefinition,influenceandroleofautonomouslearningneedtobefurtherunderstood.Sincethe20thcentury,autonomouslearninghasattractedmoreandmoreattentioninthefieldofdisciplineeducationresearch.Somepeopleevenbelievethatcultivatingautonomouslearnersisthefundamentalgoalofeducation(WaterHouse,1990).Infact,theexplicitadvocacyofself-directedlearningdatesbacktothe1970s.Theconceptofautonomouslearninggoesbackevenfurther.1.1BackgroundofResearchInthe1970s,theUnitedStatesandotherdevelopedcountriesputforwardtheconceptofindependentlearningmainlybecauseofthechangesintheresearchobjectsandmethodsofsubjecteducation.Withtheresearchoneducationalmethodsstagnating,somepeoplehaverealizedthatsincetheresearchonteachers'"howtoteach"cannotmakeanymoreprogress,whynotresearchonlearners'"howtolearn"?Therefore,thestudyofeducationcenteredonlearnerontologyhasdevelopedrapidly.Researchersandeducationalpractitionersstudylearningpsychologywiththeresearchresultsandmethodsfrombehaviorismpsychology,cognitivepsychologyandsocialpsychology,andputforwardmanylearningtheoriesonthisbasis.(HowardGardner,1991:8)Learningtheorymainlystudiesthegeneralityoflearningprocessandtheindividualfactorsoflearnersthataffectlearningprocessandlearningresult,suchasage,gender,intelligence,personality,attitude,motivation,learningpotentialandlearningstrategy.Althoughtheresearchisfarfrommature,itisgenerallyacknowledgedthatboththecommonalityofthelearningprocessandthegenerallearningobjectivescanbeconsistent.However,differentlearners'personalfactors,especiallythedifferencesinlearningability,learningstyleandlearningstrategies,willleadtogreatdifferencesinthelearningprocessofeachlearner.Onewaytosolvethisproblemistostudyindependently.1.2PurposeofResearchUnderthelong-terminfluenceof"exam-orientededucation",China'sbasiceducationisdominatedbypassiveacceptance(包,2003:8).Moststudentsthinkthatlearningisapassiveprocess.Inthelearningprocess,theylackspecificactivitiesandalotofpractice.Therefore,theirabilitytosolveproblemsisverypoor,andtheylackthesenseofinnovation.Inordertochangethissituation,theMinistryofEducationlaunchedanewroundofcurriculumeducationreform.Onthebasisofquestionnairesurveyanddataanalysis,discussedthroughchangingtheteachingconceptandteachingbehaviorofteachers,promotestudents'independentlearningofEnglishtocultivatestudents'abilityoflifelonglearning,isafeasiblemethod.LiteratureReviewInthe21stcentury,weadvocateindependentlearning.Whetheritnegatesthereceptiveandpassivelearningmethodsandadoptstheindependentlearningmethods.Accordingtothespiritofthesyllabus,thecurriculumreformofbasiceducationisunderstandable.Wejustneedtochangethepasttrendof"toomuchemphasisonacceptinglearning"ratherthancompletelyrejectingthelearningmethod,butweneedtoadvocatethatstudentslearnindependently.2.1DefinitionoflearnerautonomyAutonomouslearningisalearningmodeinwhichlearnersmakelearningplans,controltheirlearningprocess,evaluatetheirlearningeffectsandreflectontheirlearningbehaviors.Thecurriculumreformprogramofbasiceducationadvocatesstudents'activeparticipationinclassroomteaching,activespeechinclassandboldparticipation.Thereformalsoemphasizesthecultivationofstudents'abilitytocollectandprocessinformation,acquirenewknowledge,analyzeandsolveproblems,andcommunicateandcooperate.Thestudenthasthecompletehumanlifemanifestationform,isinthedevelopmentchange,takesthestudyasthecompulsoryperson,theeducationmusttakethestudent'sdevelopmentasthis."Thechangeoflearningmeansthechangeoftherelationshipbetweenindividualsandtheworld,thechangeofthewayofbeing,thefutureoftheyoungergeneration,theimprovementofthenationalquality."(何,2003:2)Thechangeoflearningstyleisrelatedtothelifeofstudentsandthedevelopmentofthecountry.Learningstylereferstothebasicbehaviorandvalueorientationofstudentsintheprocessofcompletinglearningtasks.Learningstyleisnotthespecificlearningstrategiesandmethods,butthebasiccharacteristicsofstudentsintheaspectsofautonomy,explorationandcooperation.Autonomy(initiative)isoneofthethreebasicdimensionsoflearningstyle.Learningstylesnotonlyincluderelativelearningmethodsandtheirrelations,butalsoinvolvepsychologicalfactorssuchaslearninghabits,learningawareness,learningattitude,learningqualityandspiritualpower.Anditisawayforstudentstoacquirescientificknowledgethroughself-study,explorationanddiscovery.Thisprocessemphasizesthatstudentsaretheleaderoflearning,studentscanarrangethelearningcontent,learningmethods,learninggoals,andthewholelearningprocessisclear,sotheywillfindthatlearningistheirownbusiness.2.2MeaningoflearnerautonomyWiththecontinuousdevelopmentofsociety,socialcompetitionisbecomingmoreandmorefierce.Therefore,thisrequiresstudentstobeabletocontinuetodeveloptheirownindependentlearningability,sothattheycanadapttotheneedsofsocialdevelopment.Asstatedinthebook"learningtosurvive"publishedbyUNESCO,"futureilliteratesarenotthosewhocannotread,butthosewhohavenotlearnedhowtolearn",whilelifelonglearningisgenerallynotcarriedoutinschoolsandaccompaniedbyteachers,relyingonone'sindependentlearningability.Itcanbeseenthatautonomouslearningabilityhasbecomethebasicabilityforhumansurvivalinthe21stcentury.(Ames,C.1992)Firstly,autonomouslearningimprovesthelearninglevelofstudents.Autonomouslearningcaneffectivelyimprovestudents'academicperformanceandmakethemdevelopgoodlearninghabits.Alotofdataprovethatthehigherthescoreofstudentsinschool,thestrongertheabilitytolearnindependently.Secondly,independentlearningabilityisanecessarybasicskillforinnovativetalents.AccordingtotheinvestigationandresearchofChinesescholars,thelearningactivitiesofthestudentswhowontheprizeinthe"Chinesecollegestudents'practicalscientificandtechnologicalinventioncompetition"in1992havestrongindependence,autonomyandself-discipline,indicatingthatstudents'creativityiscloselyrelatedtotheirindependentlearning.AsthefamousmathematicianHuaLuogengsaid:"allcreationandinvention,notbyotherstoteach,butbytheirownthink,do,constantlymakeprogress.Thirdly,theabilityofindependentlearningistheneedofthelifelongdevelopmentofindividuals.Independentlearningisthemainwayoflearningthatanindividualtakesafterleavingschool.Withoutindependentlearningability,anindividual'slifelongdevelopmentwillbegreatlylimited.Independentlearninginclassisnotauniquething,butitmeansthatstudentsdonotblindlyfollowtheteacher,preparewellbeforeclass,enthusiasticparticipationinclass,timelycheckthemissingafterclass,givefullplaytotheinitiative,enthusiasm,changetheteacherwantmetolearnformetolearn,getridofthesenseofdependenceontheteacher.Totrulyrealizethatlearningisself-taught,nottaughtbyteachersorothers,andthatyouarethemanageroflearningcanhelpimprovetheefficiencyofclassroomlearning.2.3FactorsInfluencinglearnerautonomyIndependentlearningemphasizesthecultivationofstudents'stronglearningmotivationandstronglearninginterest,soastocarryoutactivelearning,thatis,activeandvoluntarylearning,ratherthanpassiveorreluctantlearning.Therefore,thecategoryof"independentlearning"itselfindicatesthelearningsubject'sownthingsandembodiesthe"dynamic"qualityofthe"subject".Learningisthestudyof"autonomy","autonomy"istheessenceoflearning,"autonomy"istheessentialattributeoflearning.The"autonomy"oflearningisembodiedinthethreecharacteristicsof"self-reliance","self-conduct"and"self-discipline",whichconstitutethethreepillarsof"autonomouslearning"andthebasiccharacteristicsshown.Everylearningsubjectisapersonwithrelativeindependence.Learningisthelearningsubject's"own"thingand"own"behavior,whichcannotbereplacedbyanyone.Eachlearningsubjecthasitsownindependentpsychologicalcognitivesystem,andlearningistheresultofitsindependentanalysisandthinkingofexternalstimulusinformation,whichhasitsownuniquewayandspecialsignificance.Everylearningsubjecthasthedesiretoachieveself-independence.Itistheinternalbasisandmotivationforgainingindependence.Eachlearningsubjecthas"natural"learningpotentialandcertainindependentability,andcansolvethe"obstacles"inthelearningprocessbyhimself,soastoacquireknowledge.Thefourmeaningsoflearning"self-reliance"areinterrelatedandorganic.Theindependentlearningsubjectistheindependentundertakerof"independentlearning".Theuniquepsychologicalcognitivestructureisthethinkingfoundationof"independentlearning".Thedesireforindependenceisthedrivingforceof"independentlearning".Thelearningpotentialandabilityofthelearningsubjectistheabilityfoundationof"independentlearning".Itcanbeseenthatself-relianceisthebasisandpremiseof"independentlearning",theintrinsicnatureofthelearningsubjectandtheuniversalnatureofeverylearningsubject.Itisnotonlyoftenreflectedinallaspectsoflearningactivities,butalsothroughoutthelearningprocess.Therefore,independenceisthesoulof"independentlearning"Learningautonomyistheembodimentanddevelopmentofindependence,includingself-exploration,self-choice,self-constructionandself-creation.Therefore,autonomouslearningisessentiallyaprocessofself-exploration,self-selection,self-constructionandself-creationofthelearningsubject.Exploratorylearning,selectivelearning,constructivelearningandcreativelearningareimportantfeaturesofautonomouslearningandthewayforlearnerstoacquireknowledge.Fromexplorationtochoice,fromconstructiontocreation,itbasicallyreflectsthegeneralprocessofthelearningsubjectlearningandmasteringknowledge,andalsoroughlyreflectsthegeneralprocessofitsgrowth.Inthissense,autonomouslearningisessentiallyaprocessofself-generation,realizationanddevelopmentofknowledge.Self-disciplinereferstothelearningsubjectinsomesystemconstraints,canregulatetheirownlearningbehavior.Self-disciplinecanguideandsuperviseoneself,restrainoneself.Thisisindispensableinourdailywork,studyandlife.Onlywhenstudentsareself-disciplinedcantheyachieveself-regulationandbettercompletetheirlearningtasks.Tosumup,"independentlearning"isthelearningofself-reliance,self-relianceandself-discipline.Amongthem,independenceisthebasisofautonomouslearning,autonomyistheessenceofautonomouslearning,andautonomyistheguaranteeofautonomouslearning.Allthesethreecharacteristicsillustratethesameidea:thelearningsubjectisthemasterofhisownlearning,andlearningisultimatelyledandcompletedbythelearningsubjecthimself.Therecognitionandaffirmationofthisthought,forthereformandcorrectionofmanyunreasonableeducationandteachingmeans,mode,soastoexplorethecreationofneweducationandteachingmeans,mode,undoubtedlyhasaparticularlyimportantpracticalfunctionandsignificance.ASurveyofANewEnglishCurriculum-BasedStudyonStrategiesforFosteringLearnerAutonomyinMiddleSchoolsBasedonthenewcurriculumofmiddleschoolEnglishautonomouslearningstrategyresearchreviewchangestudent'slearningstyleisoneofthehighlightsofanewroundofbasiceducationcurriculumreform.The"coreliteracy"proposedinthenewcurriculumstandardrequiresacleardescriptionofthinkingquality,culturalawarenessandlearningstrategiesonthebasisofpragmaticability,whichmakesamoreclearandqualitativeandquantitativedescriptionofhoweachabilityisformedandthestandardsitneedstomeet.Autonomouslearningisoneofthem.Independentlearningistoletstudentsbecomethemasteroflearning,sothatstudents'subjectconsciousness,initiativeandcreativitycontinuetodevelop,andcultivatestudents'innovativeconsciousnessandpracticalability.ResearchQuestionsandResearchSubjectsThisstudyattemptstosolvethefollowingproblemsfromtheperspectivesofinterestorientationandindependentlearningabilitybasedonthethreefactorsthataffectlearners'autonomy:Eachstudentisarelativelyindependentperson.EverystudenthashisownviewonEnglishlearning.DifferentstudentshavedifferentpreferencesforEnglish,andtheirawarenessoftheimportanceofEnglishisalsodifferent.Therefore,theindependenceofeachstudentalsohasanimportantimpactonEnglishautonomouslearning.Thefirstquestionweneedtosolveistheproblemofhowstudents'interestinlearningaffectstheirautonomouslearningability.Theinfluenceofself-disciplinetothemiddleschoolstudents'autonomouslearningability.Self-disciplineisofgreatsignificancetomiddleschoolEnglishlearning.Goodself-disciplinecaneffectivelyregulatestudents'learningbehaviorandpromotetheirself-learningability.Andthenweneedtosolvetheproblemofhowstudents'self-learningabilityaffectstheirEnglishlearningeffect.ThisstudytakesthestudentsofChangzhiNo.8middleschoolastheresearchsubject,throughthequestionnairesurvey,analyzesanddiscussesthefactorsaffectingtheindependentlearningofEnglishofmiddleschoolstudents.Thisstudyattemptstoinvestigateandanalyzefromtwoaspects:interestorientationandlearningstrategy.Thenumberofstudentsparticipatinginthesurveyis98,including55girlsand43boys,withanaverageageof16.Theknowledgestructureofseniorhighschoolstudentsisrelativelystableandtheirmentaldevelopmentismatureafterjuniorhighschool.However,astheyenterhighschool,thelearningdifficultyincreases.Facedwithheavylearningtasksinhighschool,theydonothaveahighunderstandingofindependentlearningandlackcertainstrategiesandmethodsofindependentlearning.Therefore,weshouldguidethemintime,helpthemtoestablishtheconsciousnessofindependentlearning,andputforwardthemethodtosolvetheproblem.ThismeansalottoEnglishteachers.3.2ResearchMethodThestudyadoptedthemethodofquestionnairesurvey.Thequestionnaireiscomposedoftwoparts.Thefirstpartispersonalintroduction,namelytheageandgenderofrespondents.Inthisprocess,studentsarenotrequiredtowritetheirrealnames,whichcaneliminatestudents'concerns,putdowntheirpsychologicalburden,andensuretheobjectivityofthequestionnaire.Thesecondpartistheproblem.Thequestionnaireaimstoletstudentsjudgewhethertheyhavetheawarenessandabilityofindependentlearning.Thequestionnaireshouldexplaintherequirementsforcompletingthequestionnaire.Emphasizetheexclusionofexternalenvironment(teachers,classmates,parents,etc.)ontheirownevaluation,fromthesubjectiveperspectiveofthestudentstomakeajudgmentofEnglishautonomouslearning,andmakeareasonableattribution.Afterthequestionnaireonstrategiesforpromotingmiddleschoolstudents'independentlearningofEnglishunderthenewcurriculumstandardwasdistributedtothestudents,98studentsparticipatedinthequestionnairesurvey,and98validquestionnaireswerecollected.3.3DataCollectionandDataAnalysisWecollectedandanalyzedthedataofthequestionnaire.Thefollowingaretheanalysisresults.Table3-1mainlydiscussestheaspectoflearninginterest,andtable3-2mainlydiscussestheaspectoflearningstrategy.Table3-1LearninginterestQuestion1：A.Mostdon'tlike30.73%B.Liketheotherclasses,thereisnospecialfeeling60.37%C.Likemost8.90%Question2：A.It'snotinteresting55.48%B.It'snotmoreinterestingthanotherclasses38.60%C.Itisinteresting5.92%Question3：A.Isnotimportant8.64%B.Isthereanythinglikethat20.39%C.important70.97%Question4：A.Personalinterests10.42%B.Thetestneed70.53%C.Socialemploymentneeds19.05%Question5：A.Personalreasons63.48%B.Theteacher15.96%C.Thecoursecontentitself20.56%FromTable3-1,itcanbeconcludedthat60.37%ofthestudentsthinkthatlearningEnglishisthesameasothercourses,andthereisnospecialfeeling.Only8.9%ofthestudentslikelearningEnglish.55.48%ofthestudentsthinkthatlearningEnglishisnotfun.However,incontrast,70.97%ofthestudentsthinkthatlearningEnglishisveryimportant.TheythinkthemainpurposeoflearningEnglishistotakeanexam.Thisalsoreflectsthestudents'lackofinitiativeinlearningEnglish.Inaword,moststudentsthinkthatlearningEnglishisveryimportant.Theyallhopetogetagoodresult.ButthestudentsarenotinterestedinlearningEnglish.TheyhavenopositiveawarenesstolearnEnglish.Forthem,themainpurposeoflearningEnglishistofinishtheexam.Thisalsoreflectsthestudents'lackofautonomyinlearningEnglish.Table3-2Self-studyabilityOptionsABCpreview22.76%11.38%65.86%review24.39%7.32%68.29%Makeastudyplan19.51%13.01%67.48%Takenotesinclass46.35%8.94%44.71%Speakupinclass40.65%11.38%47.97%Finishhomeworkontime48.78%12.60%38.62%Askquestions60.63%10.69%28.68%SpeakEnglishoutsideclass15.57%13.01%71.42%Useanauxiliarytoolsuchasadictionary42.28%9.76%47.96%Analyzethemistakesinthetestpaperafterthetest55.28%6.51%38.21%SummarizethemethodsoflearningEnglish39.02%30.90%30.08%ThedatainTable3-2showsthatmorethan60%ofthestudentscanpreparebeforeclass,reviewafterclass,andmakeaspecificlearningplan.Butthesearealldoneattherequestoftheteacher.Onlyabout20%ofthestudentscompleteitindependently.Studentshaveastrongawarenessoftakingnotesinclass,only8.94%ofthestudentscannottakenotesinclass.Andthesestudentsareveryactiveinclass,60.63%ofthestudentscandaretoaskquestionsinclass.However,thestudents'initiativetospeakEnglishawarenessispoor,71.3%ofthestudentsonlyintheteacher'srequesttospeakEnglishoutsideclass.Onthewhole,thestudents'awarenessofautonomouslearningispoor,andthevastmajorityoflearningtaskscanonlybecompletedattherequestoftheteacher.Inaword,theirlearningispassive,whichalsoreflectsthatthepurposeoflearningEnglishoftoday'smiddleschoolstudentsisnotclearenough,theylackthebasicEnglishlearningmethods.3.4SurveyResultsFirstly,accordingtotheresultsofthequestionnaire,thevastmajorityofstudentsdonotrejectlearningEnglish(only8.94%ofthestudentsaretiredoflearningEnglish).AndtheycanfullyrealizetheimportanceofEnglishlearning,learningEnglishmotivationismorerational.Theyarealsoabletostudythecourseseriouslyandarebasicallysatisfiedwiththecurriculum.Thisisveryhelpfulforteacherstocarryoutclassroomteachingandorganizeextracurricularactivities.Secondly,thequestionnairealsoexposedmanyproblems.Ascanbeseenfromtheabovetable,89.44%ofthestudentswereabletotakenotesinclass,butnearlyhalfofthemdiditwhentheteachergavethetaskorinstruction.Thesamesituationoccursintheclassspeech,thecompletionofthework,theuseofdictionaries,dictionariesandotherauxiliarytools.Moreworthyofourattentionisthatinthemostbasicpre-class,after-classreview,thedevelopmentoflearningplans,studentsseemtobemorepassive,nearly2/3ofthestudentshavenotdevelopedagoodpreview,review,regulardevelopmentoftheirownlearningplanhabits.Inaword,students'interestinlearningislargelyinfluencedbystudents'self-reliance.Thestrongerthestudents'self-reliance,thehighertheirinterestinlearningEnglish,andthehighertheimportanceoflearningEnglish.Atthesametime,students'self-disciplinealsoaffectstheirself-learningability.Themoreself-disciplinedstudentsare,themoreactivetheyareincompletingvariouslearningtasks,notunderthecompulsionofteachers.Therefore,standardizingstudents'self-disciplinelevelcanalsoimprovestudents'self-learningability.Thesetwopointsareofgreatsignificancetotheimprovementofstudents'autonomouslearningability.Withthedevelopmentofthenewcurriculumreform,moreandmorepeoplehaveacceptedthenewteachingconcept.Undertheguidanceandhelpofteachers,theclassroomreflectsthemainlineofstudents'independentlearning,activeparticipation,positivethinkingandcomprehensivedevelopment,andtrulyreturnstheclassroomtostudents.Therefore,howtocultivatestudents'independentinnovationlearningabilityhasbecomeaproblemthatourteachersaretryingtoexplore.SuggestionsonPromotingtheAutonomousLearningofEnglishinMiddleSchools.TheEnglishcurriculumstandardsforfull-timecompulsoryeducationforordinaryseniormiddleschoolsclearlypointsouttheneedto"developstudents'independentlearningability"."SeniorhighschoolEnglishteachingshouldencouragestudentstoformtheprocessandmethodofEnglishlearningwiththecharacteristicsofseniorhighschoolstudentsthroughlearningmethodssuchasactivetrial,self-exploration,self-discoveryandactivepractice.Therefore,teachersshouldstrengthentheguidanceofstudents'learningmethodsinEnglishteachingandpayattentiontocultivatingstudents'learningstrategiesofautonomy,inquiryandcooperation.Independentlearningemphasizesthatstudentscanparticipateinlearningactivitiesbythemselvestoobtainfirst-handexperience,andgraduallydevelopapositiveattitudeofbeinggoodatquestioning,willingtoexplore,diligentindoingthingsandstrivingforknowledge.Asakindofability,itcannotonlybenefitstudentsduringtheirstudyinschool,butalsolayagoodfoundationfortheirlifelonglearning.Therefore,inthedailyimplementationofqualityeducationteachingprocess,Englishteachersshouldputthecultivationofstudents'independentlearningabilityinthefirstplace,guidestudentshowtolearn,letthembecomeindependentlifelonglearners.So,howshouldwedevelopstudents'abilityofautonomouslearning?Establishingtheconceptofstudent-centered,andchangingthetraditionalteachingconcept.Studentsaretheobjectofeducation,alltheteachers'educationalbehaviorshouldbeforthesurvivalanddevelopmentofstudents,whichfullyreflectstheconceptofmodernstudentconcept.Inthetraditionalteachingmode,teachersoftenonlypayattentiontoimpartingknowledge,butignorethecultivationofability.Thiscannotpromotetheoveralldevelopmentofstudents.Therefore,teachersshouldchangetheirtraditionalideas,takestudentsasthecenter,respectstudents'individualdifferences,andtrytoteachstudentsinaccordancewiththeiraptitude.Changingtheteachingmodeanddesigningtheclassroomforstudents'independentlearning.Moderneducationalphilosophybelievesthatteachingisessentiallyakindof"communication"and"cooperation"activity,whichisaprocessofjointcreationbetweenteachersandstudents,andalsoaprocessoflayingthefoundationforeachstudent'slearningandpersonalitygrowth.Teachersintheclassroomisthemaincultivationofstudentslearningability,teachersshouldpayattentiontopromptmore,less,allowasmuchtimeandspacetothestudent,guidesthemtopositivethinking,discussion,practice,reflectionandpractice,throughthetaskactivitytothinkaboutproblems,analyzeandsolveproblems,throughsufficientquantityoflistening,speaking,readingandwritingtheprojectpractice,toperceptualknowledge,developingthinkingandcomprehensionskills,learningtolearn.Usingevaluationincentiveskillfullytoconsolidatestudents'abilityofindependentlearning."Englishcurriculumstandards"pointedout:"intheprocessofEnglishteachingshouldbebasedonformativeevaluation,payattentiontocultivateandstimulatetheenthusiasmofstudentslearningandself-confidence."TheevaluationsystemofEnglishcoursesshouldreflectthediversificationofevaluationsubjectsandevaluationmethods"evaluationisanimportantpartofEnglishcourses.Teachersshoulddesignanevaluationsystemsuitablefortheirownteachingandstudents'learningaccordingtotheactualsituationofstudentsaswellastheirownteachingobjectivesandteachingcontents,andformulatefeasibleevaluationstandards.UsingmultimediatechnologytoenrichtheclassroomteachingchannelsandenhancetheinterestofEnglishteaching.Curriculumreformrequiresteacherstomakeuseofmoderneducationaltechnology,broadenstudents'learningchannels,guidestudentstoformscientificlearningmethods,andultimatelyimprovestudents'learningefficiency.Intheprocessofteaching,teacherscanusemultimediaandothermeanstostimulatestudents'interestinlearning.ConclusionThesefindingsareusefulforEnglisheducatorstounderstand,analyzeandguidestudentsinautonomouslearning.ItprovidesacertainmethodfortheteachingofEnglishteachers.5.1ImplicationsTherearemanywaystocultivatestudents'independentlearningability,butitshouldtakefullrespectforstudents'personality,fulldevelopmentofstudents'cooperativeabilityandfullplayofstudents'innovativespiritasthepremise.Student'sindependentstudydoesnotmeanstudent'sindependentstudy,butalsomeansteacher'sinstruction.Intheimplementationofthenewcurriculumreformtoday,theteacher'sresponsibilityisnotonly