The author analyzed the changes in his behaviors , attitudes and feelings throughout the entire course . according to the author ' s research , students " self - directed learning capacities characterized by spiral and phased development 通过研究发现，学生的自我导向学习在“自我特征分析、学习目标制定”等横向六个方面的发展变化呈螺旋上升、阶段性特点。
College students are the main force of the future society . therefore , training and improving their self - directed learning capacity is not only the base for enhancing the quality of higher education , but also crucial for social sustainable development 大学生作为社会未来发展的生力军，培养和提高其自我导向学习能力不仅是提高大学教育质量的基础，而且是社会持续发展的关键。
When teachers " expectation and students " self - directed learning capacities do not match to a certain extent , some problems will arise . teachers " direction and help in proper time will urge students to solve these problems and realize their phased development 当教师对学生的要求与之现有自我导向学习能力适度不匹配时，必定会出现问题，教师的适时引导和帮助(不是越俎代庖)往往成为学生解决问题，实现阶段发展的重要动力。
Gaining skills in information literacy multiplies the opportunities for students ' self - directed learning , as they become engaged in using a wide variety of information sources to expand their knowledge , ask informed questions , and sharpen their critical thinking for still further self - directed learning 有了信息素养学生就会有更多自主学习的机会，因为他们可以利用多样的信息资源来扩充他们的知识，提出好的问题，增强判断思维能以应付进一步的自主学习。
The whole pbl flow subsumes five phases : ( 1 ) designing of problems , ( 2 ) presenting / encountering problems , ( 3 ) self - directed learning , ( 4 ) attempting to solve problems with new knowledge , ( 5 ) summarizing , reflecting , and evaluating learning processes 对“问题”的理解有助于对这种教学方法所蕴涵的教育思想的理解。一个基于问题教学流程包括设计问题、 (呈现)遭遇问题、自我指导学习、尝试利用新知识解决问题、学习过程的总结、反思与评价等环节。
At the same time , the author surveyed and analyzed the changes of students " behaviors and attitudes before and after the term through questionnaires . using content analysis as a research method to inquire into students " learning homepages and term reviews , the author gives a comprehensive view about the effects of self - directed learning and the characterization of these learning behaviors . a student is selected as a case in this research 同时借助问卷对学生学期前后学习行为和态度变化进行调查分析；对学生学习主页、学期总结进行内容分析，从而对其自我导向学习效果及行为特点做一整体分析和把握；并以个案分析完整展现学生在本门课程中，其自我导向学习行为、态度及情感体验的阶段发展变化。
One is to further improve subjective status of student , assigning the right of study to students ; the other is to use to the full characteristics of information technology ' s helping study , ameliorating efficiency of the teaching of reading the thesis guides the concept of self - directed learning and implemental principles into the teaching of high school language - literature reading , in regard to the characteristic of information technology to be used in teaching and the teaching of reading , conducting teaching experiments in jiading second high school in shanghai , and on a basis of concluding experiences of the experiment , devising an implemental frame of the teaching of high school reading in a circumstance of study characteristic of information technology 本论文认为，改革语文阅读教学的关键在于：一，进一步提高学生的主体地位，把学习的权利交给学生；二，充分利用信息技术在支持学习方面的特性，提高阅读教学效率。论文将自我导向式学习理念及实施原则引入高中语文阅读教学，结合信息技术在教学中的特性及阅读教学的特点，在上海市嘉定二中开展教学实验，并在总结实验经验的基础上设计信息技术学习环境中高中语文阅读教学的实施框架。
In the end it forms instructional framework : theory base are constructivism and humanism ; instructional method are task - oriented and curriculum integration ; learning methods are including self - directed learning , cooperative learning , accepted learning and inquiry learning ; instructional organization forms consists of collective education , individual study , group interacted learning method , utilizing behavior evaluation system aided by investigating in instructional evaluation ; instruction environment is made up multi - media classroom , video and audio laboratory , computer classroom . the fourth part takes the no . 2 primary school of lanzhou refinery company as practicing object , exploring its teaching practice 最后设计形成了以建构主义、人本主义为理论基础、以任务驱动法和课程整合法为主要教学方法、以自主学习与合作学习，接受学习与发现学习相结合为主要学习方法、以集体授课，个别化学习和小组相互作用相结合为主要教学组织形式、以表现性评价为主，调查测验为辅的教学评价方法，以及以多媒体教室、电教实验室、计算机室为主要教学环境的信息技术课课堂教学格局。
