相反，有“过度指导”倾向的教师会削弱天才学生的学习自主性。
Conversely, teachers who have a tendency to "overdirect" can diminish their gifted pupils' learning autonomy.
学习者在自主学习能力培养上需要指导。
Learners need help to foster their autonomous learning ability.
高校学生网络环境下的英语自主学习，更需要明确方法的指导。
Explicit means can direct English autonomous learning for university students under network.
自主学习并不一定意味是独立自主的学习，也不必学习时没有老师指导。
Autonomous learning is not necessarily learning alone, it is not necessarily learning without a teacher.
自主学习能力是学习者指导和控制自己学习的能力。
The ability of independence learning is the ability which learners guide and control their learning.
本文旨在进行培养学生自主学习能力的理论探讨，及在课堂上开展自主学习教学指导模式的实践。
This article is aimed at the theory discussion about developing the students' self-study capability and the practice of carrying out the teaching mode of self-study.
因此，就中国英语专业大学生的自主听力学习情况进行调查研究，不仅十分必要而且也将非常具有教学上的指导意义。
Studies devoted specifically to investigating students'autonomous listening can barely be spotted; furthermore, in China, the relevant studies mainly take non-English majors as their subjects.
建构主义学习理论为建立和建设外语自主学习中心提供了恰当的理论依据和指导。
Constructivist learning theory provides a solid theoretical foundation for the construction of self-access foreign language learning center.
由此出发，本文考察了“工业化理论”和“晚现代性理论”、“交互影响距离和学习者自主理论”和“有指导的教学会谈理论”等。
Industrialization theory, late modernity theory, theories of alternative affect distance and learner in independence and instructive conversation theory were discussed.
建构主义学习理论为建立和建设网络辅助外语自主学习中心提供了恰当的理论依据和指导。
Constructivist learning theory provides solid a theoretical foundation for web-assisted self-access foreign language learning center.
换言之，学习的自主性在于决定是否要学好某种外语，但它不应意味着确定学习方法不要指导。
In other words, autonomy should be deciding whether to learn a foreign language at all, but it should not mean deciding unguided on the method.
换言之，学习的自主性在于决定是否要学好某种外语，但它不应意味着确定学习方法不要指导。
In other words, autonomy should be deciding whether to learn a foreign language at all, but it should not mean deciding unguided on the method.
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