| 1 INTRODUTCTION | 第1-16页 |
| ·A survey of autonomous learning's research | 第10-14页 |
| ·Why to study graduate student's autonomous learning | 第14-15页 |
| ·Hypothesis of the study | 第15-16页 |
| 2 THEORETICAL FRAMEWORK OF AUTONOMOUS LEARNING | 第16-28页 |
| ·Definition of autonomous learning | 第16-17页 |
| ·Theoretical foundation of autonomous learning | 第17-22页 |
| ·Cognitive theory on learning | 第17-18页 |
| ·Humanistic viewpoint on learning | 第18-19页 |
| ·Metacognitive strategy on learning | 第19-20页 |
| ·Constructivism on learning | 第20-22页 |
| ·Organization of knowledge | 第22-24页 |
| ·Development of learning framework's | 第24-25页 |
| ·Necessity of autonomous learning | 第25-26页 |
| ·Learner's attitude towards autonomous learning | 第26-28页 |
| 3 GRADUATE STUDENTS' AUTONOMOUS LEARNING MODEL AND KNOWLEDGE SELF-CONSTRUCTION | 第28-34页 |
| ·What is graduate students' autonomous learning model | 第28-30页 |
| ·What's teacher's role in autonomous learning model | 第30-32页 |
| ·What's graduate students' role in autonomous learning model | 第32-34页 |
| 4 THE CASE STUDY: THE CORRELATION BETWEEN GRADUATE STUDENTS' AUTONOMOUS LEARNING AND KNOWLEDGE SELF-CONSTRUCTION | 第34-44页 |
| ·The research design | 第34-37页 |
| ·Subjects | 第34-35页 |
| ·Instruments | 第35页 |
| ·Data collection | 第35-37页 |
| ·Results and discussion | 第37-44页 |
| ·Autonomous learning ability enhance learner's knowledge self-construction | 第37-39页 |
| ·Benefit of motivation to knowledge self-construction | 第39-40页 |
| ·Benefit of metacognitive to knowledge self-construction | 第40-41页 |
| ·Benefit of critical thinking to knowledge self-construction | 第41-42页 |
| ·Benefit of assessment to knowledge self-construction | 第42-44页 |
| 5 CONCLUSION | 第44-48页 |
| ·Implications for teaching methodology | 第44-45页 |
| ·Implications for teachers of graduate students | 第45-46页 |
| ·Implications for graduate students | 第46-47页 |
| ·Limitations of the study | 第47-48页 |
| APPENDIXⅠ | 第48-50页 |
| APPENDIXⅡ | 第50-52页 |
| REFERENCES | 第52-57页 |
