| Acknowledgements | 第4-5页 |
| Contents | 第5-7页 |
| Abstract | 第7-8页 |
| 内容摘要 | 第9-11页 |
| Chapter One Introduction | 第11-16页 |
| 1.1 Background of the study | 第11-13页 |
| 1.2 The significanoe of the research | 第13-14页 |
| 1.3 Structure of the paper | 第14-16页 |
| Chapter Two Literature Review | 第16-28页 |
| 2.1 Overview of autonomous learning | 第16-21页 |
| 2.1.1 Definitions of autonomous learning | 第16-18页 |
| 2.1.2 The research on autonomous learning at home and abroad | 第18-21页 |
| 2.2 The necessity to have the autonomous learning ability | 第21-28页 |
| 2.2.1 Factors influencing autonomous learning | 第23-25页 |
| 2.2.2 The basic rules to obtain autonomous learning ability | 第25-26页 |
| 2.2.3 The ways of cultivating autonomous learning ability | 第26-28页 |
| Chapter Three Interpretations of the three learning theories | 第28-39页 |
| 3.1 Interpretation of the humanist learning theory | 第28-31页 |
| 3.1.1 Views about the humanist learning theory | 第28-29页 |
| 3.1.2 Characteristics of humanist learning theory | 第29-30页 |
| 3.1.3 Learning rules based on humanist learning theory | 第30-31页 |
| 3.2 Interpretation of the cognitive learning theory | 第31-34页 |
| 3.2.1 Some views about the cognitive learning theory | 第31-32页 |
| 3.2.2 Characteristics of the cognitive learning theory | 第32-33页 |
| 3.2.3 Learning rules based on cognitive learning theory | 第33-34页 |
| 3.3 Interpretation of the constructivism learning theory | 第34-38页 |
| 3.3.1 Views about the constructivism learning theory | 第34-36页 |
| 3.3.1.1 View about how to learn knowledge | 第34页 |
| 3.3.1.2 View about how to cultivate students | 第34-35页 |
| 3.3.1.3 View about how to learn | 第35-36页 |
| 3.3.2 Characteristics of the constructivism learning theory | 第36-37页 |
| 3.3.3 Learning rules based on constructivism learning theory | 第37-38页 |
| 3.4 The entire theoretical framework based on the three learning theories | 第38-39页 |
| Chapter Four Application of the three learning theories in English teaching | 第39-57页 |
| 4.1 Application of the humanist learning theory in English teaching | 第39-43页 |
| 4.1.1 The teaching idea based on the humanist learning theory | 第39-41页 |
| 4.1.2 Characteristics of English teaching based on the humanist learning theory | 第41-42页 |
| 4.1.3 The teaching strategies to cultivate students' autonomous learning ability based on humanist learning theory | 第42-43页 |
| 4.2 Application of the cognitive learning theory in English teaching | 第43-54页 |
| 4.2.1 The strategies training of autonomous learning based on the cognitive learning theory | 第43页 |
| 4.2.2 Training and development of students' internal cognition and the cultivation of subjective initiative | 第43-48页 |
| 4.2.3 Metacognitive learning strategies and autonomous learning | 第48-54页 |
| 4.2.3.1 The relationship between metacognitive learning strategies and autonomous learning | 第48-51页 |
| 4.2.3.2 Ways of cultivating students' metacognitive learning strategies and autonomous learning ability | 第51-54页 |
| 4.3 Application of the constructivism learning theory in English teaching | 第54-57页 |
| 4.3.1 The teaching model based on constructivism learning theory | 第54-55页 |
| 4.3.2 The teaching strategies on how to cultivate autonomous learning ability based on constructivism learning theory | 第55-57页 |
| Chapter Five Conclusion | 第57-61页 |
| References | 第61-64页 |
