语言学者Holec曾经提出，外语教学的目标有两个：一是帮助学生获取语言知识和交际技能，二是帮助他们获得自主学习的能力，能够独立学习。在当前的知识经济时代，尤其如此。因为人们需要的是产生新知识而不是重复旧知识的能力。人才培养不应仅仅是使学习者获得某种专业知识和技能，而是培养他们具备可以不断学习和创造知识的能力和素质，使其具有较强的适应能力。同时，建构主义也指出，学生是语言学习和知识构建的主体，是实现知识内化并拓展运用的实施者，因此，学生的自主学习能力将影响和决定语言学习的进展和成就。

Linguist Holec once put it, the purpose of foreign language teaching has two : one is to help students acquire language knowledge and communication skills, two is to help them acquire the ability of autonomous learning, independent learning. In the era of knowledge economy, especially. Because people need is to produce new knowledge and not repeat the old knowledge ability. Talent training should not only enable learners to acquire certain professional knowledge and skills, but the training they have to keep learning and the ability to create knowledge and quality, which has a strong ability to adapt. At the same time, constructivism also pointed out, the students' language learning and knowledge building, is to realize the internalization of knowledge and expand, the use of so, progress and achievement of students' autonomous learning ability will influence and determine the language learning.

一、自主学习的界定

Define a, autonomous learning

最早开始自主学习研究的Holec认为“自主”指“对自己学习负责的一种能力，是一种潜在的，在特定环境中可以实施的能力，而不是个体在此环境中的实际行为”。D.Little认为“自主”指“一种独立的，进行批评性思考，作出决定并能实施独立行为的能力。自主学习主要是学习者学习过程和学习内容的心理联系”。Dickinson认为学习者的自主性广义上指能导致个人自我思维能力发展的教育过程，狭义上指使学习者能够独立地作出与学习活动有关的决策和成功地实施这些决策的能力。自主学习者应承担的学习责任包括学习内容、学习方法、学习进度、学习时间、学习材料、自我监控和自我测试等。

The earliest research learning Holec thinks " autonomy" refers to "the ability of a responsible for their own learning, is a potential, ability can be implemented in the specific environment, rather than the individual in the environment of actual behavior ". D.Little thinks that " autonomy" refers to " an independent, critical reflection, the ability to make decisions and independent action. Autonomous learning is the learning process and learning content mental contact ". Dickinson believes that learner autonomy broadly refers to the educational process development can lead to personal thinking ability, the narrow sense letting learners can independently make and learning activities related to decision-making and the successful implementation of the decision-making ability. Autonomous learners should bear the learning responsibility includes learning content, learning methods, learning progress, learning time, learning materials, self monitoring and self test.

尽管研究者们对“外语学习自主性”的定义各不相同，却在以下几个方面的意义界定上取得了较一致的意见：1）学习者的自主性涉及学习者负责并愿意对自己的学习行为作出决策的能力，这种能力不是生来就有的。2）培养自主性需要唤醒学习者对学习过程的意识，如参与意识、活动意识等，教师在这方面具有重要的导向作用。3）学习者自主性的程度存在差异，而且是不稳定的，因此，不同教学环境中培养学习者的自主性应该采取不同方式。4）学习者的自主性具有多维的范围和作用，有个人和社会价值方面的，有心理和政治方面的。5）不同文化赋予学习者的自主性以不同的解释。中西方文化差异和教育价值观的差异，决定了我国学生的自主性应该与西方有所不同，是建立在传统文化基础上的培养教育模式。

Although the researchers on " autonomy in language learning " definition of each are not identical, but in the following several aspects of the sense of the definition on the achieved consensus: 1 ） learner autonomy to the learner and willing to make decision for responsible for their own learning, this kind of ability is not innate. 2 ） develop autonomy need to arouse learners in the learning process of consciousness, such as participation in the activities of consciousness, consciousness, the teacher plays a very important role in this respect. 3 ） differences in learner autonomy degree, and is not stable, therefore, cultivating learner autonomy should adopt different teaching environment in different ways. 4 ） the scope and role of learner autonomy is multi-dimensional, personal and social value, psychological and political aspects. 5 ） independent of different cultures give learners with different explanations. Differences between Chinese and Western cultural differences and educational value, determines the independence of our students should be different from the west, is built on the basis of traditional culture education mode.

二、自主学习的几种价值取向

Several values of two, autonomous learning

与西方国家的学生相比，由于文化教育等价值观的差异，我国学生思维模式和学习方式都具有依赖性，不具备完全独立的自主学习的能力和条件。因此，在我国开展自主学习，倾向于以下几种价值取向。

Compared with the students in western countries, because of the differences of cultural values, Chinese students' mode of thinking and learning methods are dependent, do not have completely independent learning ability and condition. Therefore, to carry out independent study in China, tend to the following values.

1.学习者的自主性在个人层面上强调个人的学习需要、学习模式、学习风格上个人的取舍，强调学习者要有鲜明的个性。从某种意义上说，这代表了未来教育的走向。但是，学习者的个性化只是相对的，不是绝对的，只有个性和共性达到有机统一，学习者的自主学习才能发挥最佳效益。

The autonomy of the 1 learner's emphasis on individual learning needs, learning styles of individual choice learning mode, on a personal level, emphasizes the learners have a distinct personality. In a sense, it represents the trend of the future of education. However, the learners' is relative, not absolute, only to achieve the organic unity of individuality and commonness, learners' autonomous learning ability is utilized to the best advantage.

2.学习者的自主性在社会层面上强调有效的学习活动既包括学习者个体的思考和尝试，也包括学习者主动参与的群体学习活动。课堂群体活动提供了学习者自主性的生长点和激励机制，也提供了语言学习必不可少的条件。这一社会特征对语言交际能力的培养尤为重要。

The autonomy of the 2 learner's emphasis on effective learning activities on a social level includes both the learners to think about and try to individuals, including learners actively participate in group learning activities. Classroom group activities provide learning growth point of autonomy and incentive mechanism, also provides essential language learning conditions. Cultivation of communicative language ability of the social characteristics is very important.

3.学习者自主性的心理层面侧重学习者内在的能力，如学能、认知风格、学习策略、创造性等。因此，在传统教学方式的基础上，教师应该多给学生一些自主学习的激励和自由选择的余地，使他们的学习具有较大的灵活性和针对性。

3 autonomous learning psychological level focuses on learners' internal capabilities, such as learning, cognitive style, learning strategy, creativity. Therefore, based on the traditional teaching methods, teachers should give students more independent learning motivation and the freedom of choice, make their learning has great flexibility and pertinence.