| Abstract | 第1-9页 |
| 中文摘要 | 第9-11页 |
| Chapter One Introduction | 第11-15页 |
| ·Introspection on Traditional Teacher-centered Approach | 第11-12页 |
| ·The Aim of the Thesis | 第12-13页 |
| ·Overview of the Thesis | 第13-15页 |
| Chapter Two The Concept of Autonomy and Autonomous Learning | 第15-24页 |
| ·Defining Autonomy | 第15-17页 |
| ·Describing Autonomy | 第15-16页 |
| ·Defining Autonomy | 第16-17页 |
| ·Theoretical Support of Autonomy | 第17-19页 |
| ·Constructivism | 第17-18页 |
| ·Humanism | 第18-19页 |
| ·Types of Autonomy | 第19-21页 |
| ·Proactive Autonomy | 第20页 |
| ·Reactive Autonomy | 第20-21页 |
| ·Differences Between Proactive Autonomy and Reactive Autonomy | 第21页 |
| ·Reasons for Promoting Learner Autonomy | 第21-22页 |
| ·Characteristics of Learners | 第21-22页 |
| ·Requirements of Learning Strategies | 第22页 |
| ·Summary | 第22-24页 |
| Chapter Three Learner’s Preparation for Autonomous Learning | 第24-29页 |
| ·Transferring Roles | 第24-25页 |
| ·Changing Attitudes | 第25页 |
| ·Developing Integrative Motivation | 第25-27页 |
| ·Fostering Learning Strategies | 第27-28页 |
| ·Summary | 第28-29页 |
| Chapter Four An Investigation on Learner’s Autonomous Learning Competence | 第29-39页 |
| ·Description of the Investigation | 第29-30页 |
| ·The purpose of the Investigation | 第29页 |
| ·Subjects of the Investigation | 第29页 |
| ·Procedure | 第29-30页 |
| ·Results and Discussions of the Investigation | 第30-38页 |
| ·Factor 1 Learner’s Attitude Toward Autonomous Learning | 第30-32页 |
| ·Factor 2 Learner’s Autonomous Learning Competence | 第32-34页 |
| ·Factor 3 Learner’s Expectation on Teachers’Assistance | 第34-37页 |
| ·Factor 4 Learner’ s Metacognitive Knowledge | 第37-38页 |
| ·Summary | 第38-39页 |
| Chapter Five Teacher’s Involvement in Learner Autonomy | 第39-56页 |
| ·Theoretical Support of Teacher’s Involvement | 第39-40页 |
| ·Requirements of Reactive Autonomy | 第39-40页 |
| ·Demanding of Learner’s Affective | 第40页 |
| ·The Change of Teacher’s Roles | 第40-46页 |
| ·The Teacher as Counselor | 第41-43页 |
| ·Description of Counselor | 第41-42页 |
| ·Concerns as a Counselor | 第42-43页 |
| ·The Teacher as Mediator | 第43-44页 |
| ·Feuertein’s Theory of Mediation | 第43页 |
| ·Application of Mediation Theory | 第43-44页 |
| ·The Teacher as Resource | 第44-46页 |
| ·Definition of Resource | 第44-45页 |
| ·Resource in Self-access Center | 第45-46页 |
| ·Cultivating Learner’s Autonomy | 第46-55页 |
| ·Arousing Learner’s Motivation | 第46-49页 |
| ·Description of Motivation | 第46-47页 |
| ·Types of Motivation | 第47页 |
| ·Links Between Motivation and Autonomous Learning | 第47-48页 |
| ·Arousing Learner’s Motivation | 第48-49页 |
| ·Fostering Learner’s Metacognitive Knowledge | 第49-52页 |
| ·Defining Metacognitive Knowledge | 第49-50页 |
| ·Characteristics of Metacognitive Knowledge | 第50-51页 |
| ·Developing Metacognitive Knowledge in Learner Autonomy | 第51-52页 |
| ·Training Learner’s Learning Strategies | 第52-55页 |
| ·Description of Learning Strategies | 第52-53页 |
| ·Characteristics of Learning Strategies | 第53页 |
| ·Procedures for Learning Strategies Training | 第53-54页 |
| ·Application of Learning Strategies in Learner Autonomy | 第54-55页 |
| ·Summary | 第55-56页 |
| Chapter Six Conclusion | 第56-58页 |
| Bibliography | 第58-61页 |
| Appendix A | 第61-63页 |
| Appendix B Research Findings of the Investigation | 第63-64页 |
