经总结，笔者将网络自主学习特征归为以下三类： 1.网络自主学习自主性较

After summing up, the author classifies the characteristics of network autonomous learning into the following three categories: <br>1. Network autonomous learning has strong autonomy. Most students conduct self-learning online English out of their own motivations, have clear learning goals and learning plans, and even they will adjust their study time, methods or resources according to their own learning situation; <br>2. Internet Self-directed learning is open. Faced with dozens of learning content on the Shanghai learning platform, students ’choices have expanded, but students who are accustomed to teacher guidance face multiple difficulties and challenges, so students need teachers to guide them in self-analysis and adjustment; <br>3. The online self-learning platform is highly interactive. Although less than half of the students will actively interact and learn with their classmates or teachers, and are not used to communicating with others to improve themselves, the strong interactive nature of the online self-learning platform can provide technology for solving this problem. Ensure that teachers can communicate with students in a timely and conscious manner, helping them update their learning strategies.

经总结，笔者将网络自主学习特征归为以下三类： <br>1.网络自主学习自主性较强。大多数学生进行网络英语自主学习是出于自身的动机，有明确的学习目标和学习计划，甚至他们还会根据自身的学习情况对自己可安排的学习时间、方法或资源进行调整； <br>2. 网络自主学习开放性大。面对数十种学习平台上海量的学习内容，学生的选择空间扩大了，但习惯于教师引导的学生面对的困难和挑战也成倍增加，因此学生需要教师指导他们进行自我分析和调整； <br>3.网络自主学习平台互动性强。虽然不到半数的同学会积极和同学或是老师进行互动交流学习心得，不习惯通过与他人交流的方式来使自己进步，但网络自主学习平台较强的互动性可以为解决这一问题提供技术保障，教师可以有意识、有计划地与学生及时地沟通交流，帮助他们更新自己的学习策略。

After summary, the author classifies the characteristics of Online Autonomous Learning into the following three categories:<br>1. Network autonomous learning has strong autonomy. Most of the students are motivated to learn online English autonomously. They have clear learning goals and learning plans. Even they can adjust their learning time, methods or resources according to their own learning situation;<br>2. The network independent learning is open. In the face of dozens of learning platforms in Shanghai, students' choice space has expanded, but the difficulties and challenges faced by students accustomed to teacher guidance have multiplied, so students need teachers to guide them to conduct self-analysis and adjustment;<br>3. The network independent learning platform is highly interactive. Although less than half of the students actively exchange their learning experience with their classmates or teachers and are not used to making progress by communicating with others, the strong interaction of online autonomous learning platform can provide technical support for solving this problem. Teachers can consciously and systematically communicate with students in a timely manner to help them update their learning strategies Slightly.<br>