Cultivation Of Autonomous Learning Ability Research Articles

Comparative Analysis of the Learning of Oral Anatomy and Physiology Under Different Teaching Approaches

The purpose of this study is to analyze and compare the influence of traditional lecture, MOOC online learning and flipped classroom on the learning of the course Oral Anatomy and Physiology. We compare and analyze the teaching on three cohorts of undergraduate dental students: students from Grade 2012 (n = 38, traditional lecture cohort), students from Grade 2014 (n = 64, MOOC online teaching cohort) and students from Grade 2018 (n = 60, flipped classroom cohort). We study the teaching by analyzing the scores of tooth identification, tooth waxing during the course, and the final exam after the course. We also administered a Student Satisfaction Questionnaire Survey to gather feedback on the MOOC online learning and flipped classroom approaches. Our results are as follows: (1) There were no statistically significant differences among the short-term assessments of the students (tooth identification, tooth waxing and the final exam) under the three different teaching approaches. (2) Flipped classroom promoted students’ autonomous learning ability and their ability to cooperate with others. Compared to traditional teaching, MOOC online learning was found to be more conducive to the mastery of hands-on skills and the cultivation of autonomous learning ability among students. Additionally, the flipped classroom approach, which blends MOOC online and classroom offline learning, helped to promote students’ autonomous learning ability and their ability to cooperate with others. It converted students’ learning behaviors and study habits from passive learning to active learning. The learning experiences of students transformed from a teacher-centered classroom and rote learning in the past, to peer-assisted learning and interactive learning at the present, facilitating the internalization of learner’s knowledge. Online learning could foster students’ sense of responsibility and autonomous learning ability, making it a valuable approach to promote.

On the Cultivation of Autonomous Learning Ability of College English

<p>In college education, more emphasis is placed on the subjectivity and freedom of students, so weak self-control often affects the final learning effect in English learning. Learning foreign language needs patience, so how to cultivate college students' self-learning ability is one of the problems worth thinking about in the current education. The cultivation of students' autonomous learning ability will directly affect the teaching efficiency of teachers, so in the process of teaching, teachers should consciously cultivate students' autonomous awareness of English learning, so as to improve students' self-control ability and optimize the effect of English learning. This paper is mainly based on the current situation of college students' autonomous learning ability, and gives corresponding optimization strategies, in order to better enhance students' enthusiasm in English learning.</p>

Strategies of Improving English Learning Ability of Non English Majors in Hunan Colleges and Universities Under the Network Environment

Cultivating students' autonomous learning ability is the inevitable trend of modern education in the information age and lifelong learning. This paper briefly introduces the concept of Autonomous English learning, and puts forward how to cultivate students' autonomous learning ability. Students actively participate in the learning process and experience learning process can greatly promote the learning effect. The cultivation of autonomous learning ability is an important guarantee for success in learning English. Therefore, how to improve the autonomous learning ability of English majors is a topic worth exploring. The experimental results show that these strategies can improve students' autonomous learning awareness, students' learning initiative and independence, and the ability of autonomous learning is gradually improving.