【Abstract】In the 21st century， Chinese education should pay more attention to cultivating students creative ability and improving students comprehensive quality which are suitable for social development in China， so students initiative is stressed nowadays in China. And as a teacher， we should protect students initiative and promote their active learning at school.

【Key words】students initiative learning； teaching theories； research ability

Nowadays， people in China think highly of initiative of students learning. Without initiative， students just like a mechanical learner and a passive receiver. Although they can read a whole passage， do a grammar exercise or achieve a great mark by mechanical learning， most of Chinese students abilities of listening， speaking， and communication with other foreign people are insufficient， so students initiative is stressed by Chinese education reform， constructivist teaching theory and humanistic teaching theory. About college reform， teaching thought is transformed from teacher-centered to student-centered education which is pay more attention to students initiative learning. Constructivist teaching theory believes teaching cannot ignore students prior knowledge and background information and only depending on these things can the new concepts or ideas be absorbed deeply by learners（Williams Marion， Burden L. Robert）. Humanistic teaching theory is also stress students initiative and student-centered learning. Humanistic teaching theory is also called person-centered or student-centered education based on the work of humanistic psychologists.（何志武） Whole person education can promote their abilities to set and achieve proper goals， and finally achieving to their filly autonomy （students initiative learning behavior）. Besides， humanistic teaching theory also stresses that learning is launched by students themselves， and because of their interest and acceptance they put most of his or her energy and attention to it（何志武）.

Although different theories have different shortages and weaknesses， the emphasis of students initiative is the most useful， significant and suitable thing for the development of education and society nowadays.

How to cultivate students initiative is also a significant thing during the learning process. In China， people generally believed that research belongs to highly specialized personnel.. However， in America， people consider that research belongs to everyone， and even children who also have research ability and independent study capacity just like adults have（黃全愈）. And they also insist that students research ability and independent study capacity should be provided with sufficient time and space so that these abilities cab be developed and cultivated. Besides， respecting students thought is an important thing for cultivating students initiative （黄全愈）. As a teacher， we need to respect studentsideads so that their creative mind or initiative learning can be protected. Whats more， making a good teaching plan can also improve students initiative learning. For example， in the book of Teaching by Principles： An Interactive Approach to Language Pedagogy suggests that teaching plan or lesson plan should involve some parts， among which are Goal（s）， Objectives， Materials and Equipment， Procedures， Evaluation and Extra-class work（Brown Douglas. H）. When a good teaching plan is made， students initiative learning could be developed.

Therefore， cultivating students initiative is one of the most significant part in new curriculum， so that the teaching method that pouring knowledge to students should be transformed into constructivist teaching method and communicative teaching method which pay more attention to students initiative. After knowing students background information， interest， motivation， cognitive mind and the like， teachers should arrange his or her class properly to arouse students initiative， and then students can be absorbed by the class and they will try their best to learn more as well as enjoy the whole class with good mood which is helpful for their future lifelong learning.

References：

[1]何志武.人本主义教育理论的主要观点及其应用[J].重庆科技学院学报（社会科学版），2010（11）.

[2]黄全愈.培养智慧的孩子[M].北京：中国人民大学出版社， 2010.

[3]Brown Douglas.H.（2014），Teaching by Principles：An Interactive Approach to Language Pedagogy[M].（China：Foreign language teaching and research press）.

[4]Williams Marion，Burden L.Robert.（2014），Psychology for Language Teachers[M].（China：Foreign language teaching and research press，Cambridge university press）.

作者簡介：于子帧（1993.3.10-），女，满族，河北保定人，研一学生，研究方向：课程与教学论。