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that autonomous learning was individual experience, for example Pang Weiguo (2003) in study of middle school students’ autonomous learning teaching mode, advocated from vertical and horizontal angels to define autonomous learning. From horizontal angle, the motivation of autonomous learning was self-driven, the content was chosen by oneself, and the strategy was adjusted by one’s own.
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2.2 Theoretical Basis
The evolution of cognitive learning theory has its own developing process. In the early stage of cognitive learning theory, it mainly included Kohler “the insight theory” which was also called “Gestalt principles”, furthermore cognitive-expected theory of Tolman. Because these theories are based on research of animal psychology, so there is not much significance for real education on this level on cognitive awareness. And modern cognitive learning theory relatively has produced many academic genres by its full developm ent. There are m any schools, the famous Bruner’s “Cognitive-found” and “Gagne’ s information processing theory”, Ausubel “learning theory of meaningful paroles”. Cognitivism regards learning as a cognitive processing and learners can construct knowledge actively in this process. Learning is comprehending knowledge rather than recording. Bruner and Ausubel is famous American contemporary psychologist. They thought learning was through obtaining meaning, intention to form a cognitive process. And learning was an organization and reorganization of cognitive structure (Zhang Dajun 1999:60). This point of view which emphasizes the role of the existing knowledge (the role of the origin al cognitive structure), and also stresses the inner logical structure of learning material itself. As for acquiring the process of new meaning, they had different views. Ausubel stressed meaning acceptance took much in students’ learning, because it was the fastest, the m ost economic and effective learning way under guidance of teachers (Zhang Qi：206). As for autonom ous learning theory research and application, modern cognitive theory value lies in: first, it reveals teaching must take students as a starting point, and the main task of teaching is transferring from “how to teach” into “how to learn”; second, students’ cognition needs certain basis and guidance. Students are required to find the facts and understand the concepts and principles in learning under the guidance of teachers.
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3. Research Methods ..... 16
3.1 Research Aim ........... 16
3.2 Research Questions ........... 16
3.3 Research Subjects ..... 16
3.4 Research Instruments ........ 17
3.4.1 Questionnaire ......... 17
3.4.2 Interview ........ 17
3.5 Research Procedures ......... 18
3.5.1 Delivering Questionnaire ......... 18
3.5.2 Interview ........ 18
3.5.3 Data Analysis .......... 18
4. Results and Discussion ....... 19
4.1 Current Situations of HS and US ........ 19
4.2 Similarities and Differences ....... 21
5. Conclusion ........ 29
5.1 Major Findings ......... 29
5.2 Implications ..... 30
5.3 Limitations of Study .......... 33