| 摘要 | 第1-5页 |
| Abstract | 第5-9页 |
| Introduction | 第9-12页 |
| Chapter One Current situation of English learning and necessity of learner autonomy | 第12-20页 |
| ·Current situation of English learning | 第12-16页 |
| ·Teacher-centered classroom teaching | 第12-13页 |
| ·Exam-oriented language learning | 第13-14页 |
| ·Less attention to learner’s affective needs | 第14页 |
| ·Lack of language learning strategies | 第14-16页 |
| ·Necessity of learner autonomy | 第16-20页 |
| ·Needs of modern educational goal | 第16-18页 |
| ·Benefits of learner autonomy | 第18-20页 |
| Chapter Two Theories of learner autonomy | 第20-26页 |
| ·Definitions of learner autonomy | 第20-22页 |
| ·Relative Theories of Learner Autonomy | 第22-26页 |
| Chapter Three Effective ways of fostering learner autonomy in senior high school English teaching | 第26-53页 |
| ·Shift of teacher’s roles | 第26-33页 |
| ·The teacher as a facilitator | 第27-28页 |
| ·The teacher as a counselor | 第28-31页 |
| ·The teacher as resources | 第31-33页 |
| ·Shift of student’s roles and learning styles | 第33-35页 |
| ·Student’s roles | 第33-34页 |
| ·Student’s learning styles | 第34-35页 |
| ·Creating a relaxing and positive learning atmosphere | 第35-41页 |
| ·More attention to student’s affective factors | 第36-37页 |
| ·Developing student’s self-confidence in learning | 第37-39页 |
| ·Arousing student’s interest to motivate language learning | 第39-41页 |
| ·Equipping learners with learner autonomy skills through strategy training | 第41-49页 |
| ·General knowledge about language learning strategies | 第41-44页 |
| ·Strategy training models in senior high school | 第44-49页 |
| ·Reflection | 第49-53页 |
| ·Significance of reflection | 第49-50页 |
| ·Ways of reflection | 第50-53页 |
| Conclusion | 第53-54页 |
| Bibliography | 第54-57页 |
| Acknowledgements | 第57页 |
