Qianfang Liu and Aveta Chen, Jimei Middle School, Xiamen [Abstract] Our school has set up information technology experimental classes, which provide students with a network environment for autonomous learning. This paper puts forward the strategy and implementation scheme of autonomous learning under the network environment. Focusing on students' autonomous learning and collaborative learning, supplemented by "interactive learning", various forms of assessment and examination are adopted by using network resources, computer tools and web pages, reflecting the student-centered teaching mode. [Keywords:] Introduction to the teaching module "1+2+ 1" in the hypertext resource database of network multi-functional classroom: The high development of information technology has provided a broad learning space, and the concept, means, form and content of traditional education have encountered unprecedented challenges. Education in developed countries has begun to focus on cultivating a series of new abilities of students, especially the ability of students to master and use information technology, as a new lifelong and useful basic ability as important as reading, writing and computing. The experimental class of information technology in our school provides students with a network environment for autonomous learning. Under the new teaching mode, how do students learn? What does a teacher do? This paper puts forward the strategy and implementation scheme of autonomous learning under the network environment. 1. The long-term goal of constructing autonomous learning strategy is to cultivate students' information literacy and lay the foundation for lifelong autonomous learning. One center: student-centered, focusing on autonomous learning and collaborative learning, supplemented by interactive learning. Two kinds of advocacy: advocating the return of interest to the learning process; Advocate to create the best learning state and positive learning atmosphere for students. Three pillars: moral education is the guarantee, network is the resource and computer is the tool. Four changes: teachers, students, teaching materials and media, which are very different from traditional teaching. The immediate task is: let students learn "how to learn" and "how to get more information" in junior high school for three years, and ask students to master traditional examination skills to meet the needs of senior high school entrance examination and college entrance examination. Two famous experiments and the enlightenment of three kinds of learning deviations L. Two famous psychological experiments conducted by experimental psychologist Treicher: our multi-functional online classroom and open design enable students to maximize the use of visual learning to obtain more information, obtain the most lasting memory effect through communication and discussion, and meet students' various sensory needs. L. People prefer three main learning styles: (1) tactile learners. (2) Visual learners. (3) auditory learners. Foreign studies have found that [2]: Most primary and secondary school students learn best when they start learning. It is to let students develop their own shortcomings in autonomous, cooperative and interactive learning, and combine the three learning methods in the best way to achieve the best learning effect. 3. The transformation of learning and teaching will revolve around the following four elements: teachers, students, teaching materials and media. 1. The change of teacher's role. First of all, there is a complete change in teaching philosophy. The teaching concept of student-centered and autonomous learning is a challenge to teachers' responsibilities of "preaching, teaching and dispelling doubts"-learning to learn is more important than learning knowledge. Teachers only guide students to solve problems in the whole teaching process, and do not interfere with students' learning process. Teachers are no longer indoctrinating and single-subject pure teaching. They should know how to integrate modern educational technology with knowledge of various disciplines and learn to cooperate with teachers of other disciplines. Students should be regarded as close study partners and even worshipped as teachers. Secondly, reflected in the teaching practice, there have been fundamental changes in teaching design, teaching process, teaching results and teachers' status. 2. Changes in teachers' lesson preparation. Each subject should establish an information-based teaching resource database, and each learning unit should arrange at least two kinds of information sources. The teaching plan consists of information source and knowledge structure diagram, and is compiled according to the retrieval flow chart. Adopt the system of collective lesson preparation. According to the content of the textbook, the main line teacher writes a knowledge structure diagram, indicating the main points and difficulties of knowledge, and at the same time formulates the content of comprehensive courses, pointing out the relationship with other disciplines, and asks teachers from various disciplines to help solve them. For example, the main line is Chinese class, learning [early release of Baidicheng]. Give "Bai Di and Jiangling" to geography; Give "apes" to creatures; Give "a thousand miles a day, a leaf boat" to physics; Give "Li Bai and his time and background" to history. Teachers in various disciplines instruct students to collect materials from different places, and each study group should write study notes, experiences and the relationship between the main courses and other courses (electronic version). At the same time, a comprehensive project for students to study problems is set up, and other disciplines are required to cooperate with each other to formulate solutions. 3. Changes in learning space. Equipped with 48 modern open multifunctional network classrooms (with photos). There are LCD projectors, physical booths, DVDs, audio equipment and so on. The function of classroom will change from pure network classroom to multimedia network classroom and multifunctional network classroom. Set up a book corner (text, e-books) in the classroom, and arrange the classroom in the form of group discussion. The other is a multimedia classroom. The two classrooms are used by two classes in turn. The multifunctional network classroom we designed is the best combination of network classroom and traditional classroom. It can be seen, heard and operated by hand, and it also has the significance of spanning time and space. It embodies the advantages of modern network teaching and the irreplaceable characteristics of traditional teaching. After the teacher completes the demonstration experiment or assigns the learning task, the students can enter the autonomous learning state at any time and complete the learning task. This greatly increases the flexibility of equipment use and the effective time for students to study, and teachers can maximize the best time ratio brought by modern equipment in the teaching process. Teachers can flexibly customize the teaching plan, understand and master the students' dynamics in the first time, and adjust the teaching rhythm in time when arranging the learning tasks in the online classroom. Students will also truly experience "autonomous learning" and "collaborative learning", supplemented by "interactive learning" (online drawing board, online discussion and email). 4. Operation of learning and teaching modules. Multimedia classrooms are different from multi-functional network classrooms, and the class hours of each subject are different. Teachers are bound to be restricted by classrooms and timetables in the teaching process. So we reassembled the teaching materials and designed the module "1+2+ 1". As a teaching unit, teachers can flexibly organize various modules according to their needs. Students take the teacher's knowledge structure map (learning guidance map) as the main line and record the constructed knowledge in the form of web pages. After several units, the courseware is integrated in the study group and then put into the curriculum resource library. 5. Teaching material reform. Traditional textbooks have lost their dominant position. Use the network to get more information resources faster and better, use the computer as a tool to identify and process information, make information organization and management into hypertext in the form of web pages, and establish school-based teaching materials under the network environment. 1.) Establish a resource base under the network environment, including text, images, pictures, courseware, recording and other teaching multimedia materials. , network resource list, self-made video library, excellent student works, student self-built resource library, etc. 2) Building school-based teaching materials under the network environment based on the resource database: Students take the teacher's knowledge structure map (learning guidance map) as the main line, record the knowledge they have built in the form of web pages, and finally integrate a set of school-based teaching materials suitable for the network environment-the main line comprehensive network teaching materials. 6. The change of students' roles. Students sign up voluntarily, and the school does not pick and choose. Considering the students who have been "irrigated" for a long time, their autonomous learning ability is inhibited, and they have never studied computer courses in primary schools. Facing the brand-new autonomous learning environment, what to learn and how to learn? Therefore, the information discipline intervened in advance, organized the online summer camp and conducted two training sessions at different levels, which basically eliminated the obstacles of students' man-machine dialogue and provided a guarantee for students to choose to join the information technology experimental class and study normally. After the start of school, we should first guide students to change their ideas, understand the shortcomings of their own learning methods, correct their deviations, tap their potential, broaden their thinking and give full play to their imagination and creativity. Secondly, use the "ten self" to guide students to gradually improve themselves in showing themselves: students are required to study consciously and independently; Self-reliance and self-confidence to complete their studies; Standardize learning through self-discipline and self-control; Spontaneous and voluntary collaborative learning; Self-examination and autonomous management of yourself and your class. In the end, students will be able to form the ability of multi-directional learning and lifelong learning in this autonomous, cooperative, interactive and research-based learning environment. 7. Changes in assessment and examination. Homework and exams take a variety of forms and are evaluated in many ways. (1) Submit your homework and test yourself online at any time. (2) Every month, each group and teachers in all subjects will evaluate personal web pages and comprehensive web pages, pay attention to the assessment of technology, art and network capabilities, and make evaluation records; Let each study group fully master the knowledge in the resource database in the process of evaluating the achievements of other groups, and implement the core idea of "autonomous learning and collaborative learning" in information teaching. (3) Only one or two traditional unified exams are kept each semester, and students in other classes share the same papers, exams and evaluations. It is important to cultivate students' ability of self-study, analyzing and solving problems and their sense of innovation, and gradually explore the methods and standards of information literacy evaluation in practice to find the best combination of information teaching and traditional teaching. "Learning" and "teaching" under the network environment have fundamentally changed the traditional concept of education and teaching, and will undergo qualitative changes in classroom teaching, knowledge structure, curriculum arrangement, ability evaluation, collaborative learning, teacher-student relationship and so on, which truly embodies the teaching concept of taking students as the main body and is a revolutionary education. Of course, a new reform may bring many new problems, which is a practical subject and a new thing. In practice, the transformation of learning and teaching requires the joint efforts of society, parents, teachers and students. We firmly believe that we can not only learn undergraduate knowledge well, but also spread it to other disciplines, which is in line with the comprehensive integration of the college entrance examination. This kind of study is also a shallow research study, which greatly improves students' comprehensive quality and cultivates students to adapt to their study, life and work in the information environment. These basic abilities, which are useful for life, have laid a solid foundation for students to step into the society in the future and meet the needs of the development of the times. [References] 1. He Kekang, Modern Educational Technology, Beijing Normal University Press, 19982. [America] Jeannette vos, [New Zealand] Gordon Dryden, The Revolution of Learning, Shanghai Sanlian Bookstore, 1998.