Research on English Teaching Practice in High School Based on Independent Learning Theory

Abstract

The ultimate goal of high school English teaching is to enable learners to master language skills and therefore improve their ability in language use comprehensively. Language application ability can be gained by self-learning rather than being taught by teachers. And the mastery degree of English learning largely depends on students’ subjectivity and participation. The traditional English teaching mainly focuses on teachers, and the teaching mode often overlooks students’ subjectivity and independence. Under such a context, stimulating and cultivating students’ self-learning awareness and ability to learn English independently has become one of the important goals of high school English teaching. The aim of this study is to explore effective teaching design solutions for cultivating and developing students’ independent learning abilities in high school when learning English, and seek to find concrete steps for teachers to conduct design framework and further apply into practice when giving lessons for high school English independent learning, and statistical testing methods will be used to verify the effectiveness and feasibility of this solution. This study mainly adopts two methods including literature review and experimental research. The study shows that implementing teaching plan based on independent learning theory in high school English teaching can stimulate students’ motivation for independent learning, develop students’ independent learning ability, and improve their comprehensive language proficiency.