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rning.  The  Basic  Education  Curriculum  Reform  Outline(2001) pointed out that one of the goals of the new curriculum reform is “to change the situation that curriculum implementation emphasizes too much on receive-learning, rote learning, and mechanical training; to advocate students to participate actively, to explore willingly and to work diligently; to train students' ability of collecting and processing information, the  ability of  acquiring  new  knowledge,  the  ability  of  analysis  and  problem-solving and the ability of communication and cooperation.” But there is a big gap between ideal and reality. The traditional teaching method cannot fulfill the goals of the curriculum reform. Every teacher plays a very important role in order to reach that goal. Teachers must lead their students to learn autonomous learning and inquiry learning. Student-centered classes should  be  emphasized  in  the  actual  teaching.  Teachers’  support  is  a  key  factor  for  the students  to  carry  out  autonomous  learning,  and  teachers’  support  is  largely  reflected through  the  behavior  of  teachers’  in  the  classroom.  Therefore,  the  study  on  teachers’ autonomy-supportive behaviors is of great significance. 
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Chapter 2 Literature Review

2.1 Self-Determination Theory (SDT) 
SDT  is  the  theoretical  support  of  this  study.  With  the  development  of  cognitive psychology,  it  was  proposed  by  American  psychologists  Deci  Edward  L.  and  Ryan Richad  M.  in  1980s.  They  pointed  out  that  self-determination  is  not  only  a  kind  of capacity,  but  also  a  need  of  an  individual.  People  have  a  basic  inherent  tendency  of self-determination.  This  tendency  guide  people  to  engage  in  the  activities  that  attract them and have benefit to their capacity development. SDT concerns the extent to which human  behavior  is  voluntary  or  self-determined.  It  attaches  great  importance  to  the dialectical relationship between individual initiative and social situation. During  the  development  of  SDT  in  about  40  years,  it  gradually  form  into  five sub-theories.  They  are  Cognitive  Evaluation  Theory(CET),  Organismic  Integration Theory(OIT),  Causality  Orientations  Theory(COT),  Basic  Psychological  Needs Theory(BPNT)  and  Goal  Contens  Theory(GCT).  These  five  sub-theories  together constitute a complete theoretical system--SDT. CET  is  the  earliest  sub-theory  in  SDT.  It  concerns  intrinsic  motivation.  The second  sub-theory,  OIT,  addresses  the  本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。