Cultivation Model for Autonomous Learning Ability of Japanese Majors

Abstract

As an important ability of students, autonomous learning refers to the completion of learning tasks in an independent, active, and conscious manner. Many colleges are working hard to cultivate the autonomous learning ability of their students. Taking Japanese majors as research objects, this paper carefully examines the current cultivation model for their autonomous learning ability, identifies the problems in the cultivation model, and proposes countermeasures for self-regulation and improvement from the perspectives of external environment and individuals. The results show that: autonomous learning is affected by such factors as self-efficacy, metacognition, goal setting, learning strategy, learning environment, and teachers; most college students spend 3-4h in autonomous learning daily; female students have a longer daily autonomous learning time than their male counterparts in any grade. The research results lay the basis for improving the autonomous learning ability of college students.

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