| 摘要 | 第1-6页 |
| Abstract | 第6-11页 |
| 1 Introduction | 第11-12页 |
| ·Background of the Study | 第11页 |
| ·Purpose and Significance of the Study | 第11-12页 |
| 2 Literature Review | 第12-17页 |
| ·Learning Styles | 第12-14页 |
| ·Definition of Learning Styles | 第12页 |
| ·Classification of Learning Styles | 第12页 |
| ·Key Models of Learning Styles | 第12-13页 |
| ·Instruments for Learning Style Tests | 第13-14页 |
| ·Researches on Learning Styles | 第14页 |
| ·Web-based Autonomous Learning | 第14-17页 |
| ·Autonomous Learning | 第14-15页 |
| ·Web-based Learning | 第15页 |
| ·Web-based Autonomous Learning | 第15-17页 |
| 3 The Study | 第17-21页 |
| ·Introduction | 第17页 |
| ·Research Questions | 第17页 |
| ·Participants | 第17-18页 |
| ·Instruments | 第18-19页 |
| ·Data Collection | 第19页 |
| ·Data Analysis | 第19-21页 |
| 4 Results and Discussions | 第21-39页 |
| ·Introduction | 第21页 |
| ·The General Situation of All Participants’Learning Styles | 第21-22页 |
| ·Learning Styles Based on Academic Disciplines | 第22-24页 |
| ·Learning Styles Based on Gender | 第24-25页 |
| ·The Correlation Study between Learning Styles and their English Achievement in Web-based Autonomous Learning | 第25-36页 |
| ·Final-term Exam Scores among College Students | 第25-27页 |
| ·The Correlation Study between All Participants’General Learning Styles and Their English Achievements in Web-based Autonomous Learning | 第27-29页 |
| ·The Correlation Study between Learning Styles of Different Academic Disciplines and Their English Achievements in Web-based Autonomous Learning | 第29-33页 |
| ·The Correlation Study between Learning Styles of Different Genders and Their English Achievements in Web-based Autonomous Learning | 第33-36页 |
| ·Major Findings | 第36-39页 |
| 5 Suggestions | 第39-48页 |
| ·Learner’s Roles | 第39-41页 |
| ·Raising the Awareness of Learning Styles | 第39页 |
| ·Self-diagnosing Learning Styles | 第39-40页 |
| ·Stretching and Balancing Learning Styles | 第40页 |
| ·Acquiring Learning Strategies and Techniques | 第40页 |
| ·Developing Self-monitoring and Self-assessing | 第40页 |
| ·Enhancing Self-efficacy | 第40-41页 |
| ·Teacher’s Roles | 第41-46页 |
| ·Devising Syllabus and Curriculums | 第41-42页 |
| ·Implementing Target-Oriented Teaching | 第42-43页 |
| ·Providing Support/Facilitation and Resource | 第43页 |
| ·Monitoring and Assessing Web-based Autonomous Learning | 第43-46页 |
| ·Fostering Teacher Autonomy | 第46页 |
| ·School’s Roles | 第46-47页 |
| ·Technical Worker’s Roles | 第47-48页 |
| 6 Conclusions and Limitations | 第48-51页 |
| ·Conclusions | 第48-49页 |
| ·Limitations | 第49-51页 |
| Bibliography | 第51-54页 |
| Acknowledgements | 第54-55页 |
| Appendix | 第55-56页 |
