Middle school students are shallow in knowledge, not rich in social contact experience, simple in thinking, not deeply aware of the importance of English learning, and weak in consciousness. Therefore, it is necessary for every English teacher to give students repeated ideological education so that they can understand the significance of learning English. Our teachers should be able to quote classics, use the power of excellent examples and models at all times and in all countries, and combine historical knowledge with the development trend of the times to run through this idea in English curriculum education and teaching. Ideology is the highest guide of human action. Only when students truly realize the significance of English learning will they have a lasting interest in daily learning, and they will actively and consciously learn English knowledge and explore English mysteries.
Second, establish confidence in learning English well.
If students want to have the ability of autonomous learning, they must first have enough confidence in themselves, believe that they have the ability to undertake their own learning responsibilities, and learn some knowledge and skills through hard work. But this ability is not born, but acquired, and acquired through acquired education and training. The first step to cultivate students' self-awareness in English course learning is to help strengthen students' correct and objective cognition of English courses and themselves, thus laying the foundation for forming a healthy and stable learning psychology (Liu Wei, 2006). Language learning is an extremely complicated cognitive development process, and learners need to actively adjust their learning methods, strategies and other cognitive means in order to learn a foreign language effectively. Teachers can use the knowledge in educational psychology to help students know themselves, master some cognitive rules, establish learning confidence, form their own unique learning methods, and gradually cultivate students' autonomous learning ability.
In China, English is a compulsory course in primary and secondary schools, and students have different views on whether everyone can learn English well. Yan Rong (2006) conducted a survey among primary school students on this issue, and the results showed that more than half of the students held uncertain or negative opinions. After all, our mother tongue and English are different language families, and context and pragmatics are the biggest difficulties for China students to learn English, especially rural students. Therefore, teachers must overcome difficulties, make students clearly realize that "everyone has the talent to learn a foreign language", help students build confidence in learning English well, create as many vivid scenes as possible in teaching, use various teaching resources, train students to practice English more, and consciously carry out English culture education in western customs, cultivate their cross-cultural awareness and English language sense, and stimulate students' enthusiasm and interest in learning English.
Many people think that they can learn English well by their interest in learning English. Actually, it's not. Many students are interested in learning English, but their English scores just can't be improved. Interest is not equal to confidence, and confidence is a dynamic system that integrates various positive internal driving forces in the human body. Some people can learn English well even if they have little interest in English learning, but they have positive emotional factors such as correct learning methods, persistent perseverance, hard work and perseverance. For example, our love for our relatives, motherland and friends is transformed into the motivation to learn a language. In this respect, I come from the countryside and have personal experience. When I first entered junior high school, my English performance was not satisfactory. In the third year, I made up my mind to learn English well and catch up with a girl I secretly loved because her English was very good. After that, my English scores soared, which led me to enter the current English education post. We should use the positive emotional factors in language learning to form a learning motivation system and cultivate students' confidence in learning English independently.
Third, cultivate the habit of autonomous learning.
Strengthening and attaching importance to the cultivation of students' English autonomous learning ability is the requirement of the times to realize the learning objectives of English courses and implement quality education. We should teach students to develop the habit of autonomous learning, not to say that they quit the teaching stage, but to change the teacher's role into a conductor on the podium before, from the "protagonist" in front of the stage to the "director" behind the scenes. Teachers should renew their ideas, change their thinking, change from imparting knowledge to guiding and tutoring students, be consultants and sources of information for students, and change students from receiving education to autonomous learning. In the process of promoting students to form autonomous learning habits, teachers provide them with necessary help, participate in management, develop language courses and prepare materials. At this time, the teacher's main responsibility is to teach students how to learn, organically integrate the guidance of students' learning methods into the teaching process, cultivate students' learning strategies and autonomous learning ability in the form of infiltration and demonstration, and make them form habits. That is to say, teaching will be transformed into learning guidance, and students will be guided to understand the information and knowledge about compilation concept, unit structure arrangement, learning objectives and requirements, learning methods and strategies.
Teachers should let students "learn the law in class and benefit after class". Liu Wei (2006) introduced the ways to cultivate English autonomous learning ability: although school education is centered on teaching, the central place of students' learning activities is not necessarily the classroom; Teachers guide students to develop extracurricular activities environment, combine the advantages of family and social forces, establish extracurricular learning activities places, and carry out various extracurricular autonomous learning activities in English, such as poetry and prose recitation, short drama performance, singing contest, reading report, etc. In these activities, students are encouraged to cultivate their ability of independent thinking, collecting, sorting, summarizing, analyzing and processing information and their ability of autonomous learning through active research and discovery, and at the same time broaden their time and space for autonomous learning; This requires teachers to cultivate students' interest in learning in a planned and targeted way, guide students' autonomous learning ability such as learning methods and strategies, and give students emotional education based on English curriculum and learning psychological cognition at the beginning of learning English courses, so that they can gradually understand the meaning of "endless learning" and "where there is a will, there is a way", thus helping students to maintain a good attitude, cultivate tenacious will and improve their self-confidence in the process of learning English courses. These suggestions are also feasible for cultivating rural middle school students' habit of learning English independently.
Fourth, reflect on English learning.
Kong Ziyun: Learning without thinking is useless. Learning reflection is a kind of examination and reflection on learners' learning process and experience, a review of learning events, an analysis of the causes of some events and the formulation of corrective measures to be taken, and a self-cognition and evaluation of learners' participation, experience and thinking. Reflective learning helps learners to adjust their learning plans reasonably and effectively and improve their learning effect (Liu Wei, 2006). In teaching practice, we should always urge students to reflect on English learning, which includes three aspects: 1, reflect on learning methods and adjust strategies. After a period of study and practice, the teacher should remind him to do a review, which can take the form of unit examination, paragraph examination and monthly examination. The results are for reference only, mainly to let the students reflect on whether the learning methods they have used during this period are correct and how effective they are. If it develops well, it should continue to carry forward; If you feel that it is not suitable for you, improve it immediately to avoid detours in your study and waste time and energy. 2. Reflect on the learning process and make self-criticism. Teachers should also give full play to students' main role, help students to constantly reflect on their learning process, exchange learning methods and experiences with teachers and classmates, understand their progress and shortcomings in English learning, and criticize and self-criticize their learning discipline and consciousness, which will help students to strengthen the cultivation of learning awareness and form a good habit of self-regulation in future learning. 3. Reflect on academic achievements and be determined to innovate. Students should also reflect on their academic achievements, especially after each periodic or final exam, they need to self-evaluate the learning effect, sum up their learning experience and consciously carry out learning innovation. Through such reflective activities, students can gradually establish their confidence in English autonomous learning, form a set of learning methods suitable for them, and learn to study and explore independently.
In short, teachers should change the traditional teaching methods, strive to cultivate rural junior high school students' English autonomous learning ability, improve their learning consciousness and enhance their learning enthusiasm, which is not only the need of the current situation of rural basic English education in China and the development trend of the education era, but also the need of quality education objectives and the requirements of new curriculum standards to cultivate students' autonomous ability.