Autonomous learning not only requires students to self-monitor and adjust their cognition, emotions, motivation, behavior, and environment, but also requires the creation of external environments and the provision and support of teaching strategies. Protocol-guided learning is a localized teaching strategy in the mainland of China. This study sampled students from two municipal middle schools in Zhenjiang City, Jiangsu Province as research subjects, and used education experiments to find out the role of students’ autonomous learning in improving student performance, and observed how to promote students’ autonomous learning through protocol-guided learning as well. A total of 612 students from the first grade of two schools in Zhenjiang City, Jiangsu Province, China were selected as the subjects. After excluding extreme values, a total of 196 experimental samples and 201 control samples were obtained. By analyzing the experimental data of the experimental group and the control group, it is concluded that a well-designed protocol-guided learning teaching can become an effective carrier for students’ autonomous learning. By promoting students’ autonomous learning, students’ performance can be effectively improved. At the same time, we further found that in the three subjects of Chinese, Mathematics, and English, students’ autonomous learning has the most obvious effect on Chinese learning.
Autonomous Learning, Protocol-Guided Learning Teaching, Education Experiment, Effectiveness, Strategy
This study was supported by the project from the China Taoxingzhi Research Association, the project number is: ZTH, 2019JS0037A.
Chueng, A.C.K., Slavin, R.E. (2012) How methodological features affect effect size in education. Edu Res, 45 (5): 283-292.
Dong, X.M., Liu, X.Y. (2017) Features and teaching reflections of the guidance model of learning cases. Teach Manag, (12): 8-10.
Han, L.F. (2012) Pros and cons of learning case teaching and suggestions for improvement. Teach Manag, (10): 7-8.
Han, Q.L. (2000) Some basic problems of experimental teaching reform in education. Edu Res, (5): 55-59.
Holec, H. (1981) Autonomy and foreign language learning .Oxford: Pergamon, 3.
Jiang, J. (2005) An empirical study of English vocabulary teaching under protocol-guided learning mode. Dalian: Liaoning Nor Univ.
Johnson, E., Herd, S., Andrewartha, K., Jones, S., & Malcolm, S. (2002) Introducing problem-based learning into a traditional lecture course. Biochem Mol Biol Edu, 30 (2): 121- 124.
Li, Z.J., Qiu, D.F. (2017) Student autonomous learning: teaching conditions and strategies. Glob Edu Outlook, 1 (46): 47-57.
Lu, X.F. (2016) The use of protocol-guided learning to cultivate students’ autonomous learning ability. Jilin Edu (General), 21:64.
Pang, G.W. (2003) Autonomous learning: principles and strategies of learning and teaching. Shanghai: East China Norm Univ Press.
Peng, X.L., Xiang, B.L. (2015) Empirical analysis of autonomous learning in the context of the new curriculum. J Shenyang Univ (Soc Sci Ed), (1): 103-105 + 113.
Wu, C.L., Wang, Y.C. (2012) Exploring the cultivation model of autonomous learning ability for graduate students. Frontiers, (16): 187-189.
Wu, Y.J. (2011) Rational thinking on “protocol-guided learning”. Edu Dev Res, (20): 6-10.
Xia, J.P. (2017) Research on school-based action of students’ self-development in the perspective of whole person education. Nanjing: Jiangsu Sci Tech Press.
Zhang, Y.K. 2000) “Learning to Learn” and Teaching Reform. Teach Res Prim Mid Sch,3: 12-14.
Zimmerman, B.J., & Pons, M.M. (1986) Development of a structured interview for assessing student use of self-regulated learning strategies. Am Edu Psychol, 23 (4): 614-628.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.