教师自主学习是当前教师教育领域研究的热点问题之一，它是促进教师可持续发展的重要条件，同时也为解决我国教师学习中存在的问题提供有效的途径。本研究旨在通过调查小学教师在自主学习动机、自主学习内容、自主学习策略和自主学习的自我调控四个维度上的表现情况，并深入分析影响小学教师自主学习的内外部因素，了解小学教师自主学习的现状，为更好的促进教师自主学习提供现实依据和信息支持。　　　本研究对深圳市某区3所小学215位教师运用《小学教师自主学习状况调查问卷》开展调查。问卷调查的研究结果显示，小学教师自主学习现状并不理想：首先，教师在自主学习动机方面整体水平最高，教师自主学习的主动意识和价值意识较强；其次，教师在自主学习策略方面的水平处于第二位。教师在自主学习的过程中对组织与精加工策略以及反思策略的运用效果很不理想，尤其是在自主阅读中，很少或从不运用反思策略；再次，教师在自主学习内容方面的整体水平稍微偏低。自主选择阅读材料、教研活动内容以及教学反思内容的能力欠缺；最后，教师在自主学习的自我调控方面的整体水平最低，需要引起重点关注。　　　对于不同群体教师自主学习现状的调查显示，不同性别的教师群体间存在显著差异，女教师的得分高于男教师，不同性别的教师在学习动机、学习内容两个维度上存在显著差异；不同年龄教师之间存在显著差异，36岁以下的教师得分高于36岁以上的教师，不同年龄段教师在自主学习的学习内容和自我调控维度上存在差异；不同教龄教师之间也存在显著差异，20年以下教龄的教师得分明显优于教龄在20年以上的教师，且在学习动机和自我调控维度上差别较大；初始学历不同的教师之间存在显著差异，自主学习效果随初始学历的增加而显著提高。同时，分析发现，不同科目、职务、职称以及学校所在位置不同的教师，在教师自主学习方面不存在显著差异。影响教师自主学习的因素主要包括内部因素（对自主学习的认识、自主学习的必要性、自主学习的目的、职业倦怠）和外部因素（学校评价导向及物质保障、学习氛围、学习时间保障、教师工作压力来源、其他外部因素）。　　　基于本研究的结论，笔者主要从教师、学校和教育管理部门三个层面提出了提高小学教师自主学习的策略建议：　　　1、教师要加强对自主学习的认识，强化自主学习的动机；提高对学习策略的认知和运用能力，增强自主学习的效果；提升自我调控能力，加强对自主学习过程的管理。　　　2、学校应把教师的自主学习作为教师队伍建设的重要方面；进一步优化评价激励机制，推进教师可持续成长；引导教师提高研究能力，增强教师研究成果外化的能力。3、教育管理部门要注重发挥服务职能，积极引导教师树立自主学习的观念；构建教师自主学习新模式，架起教师与专家交流的新桥梁。

Teachers' self-regulated learning is one of the research hot spots in the field of teacher education, it is an important condition to promote the sustainable development of teachers, but also provide an effective way to solve the existing problems in Chinese teacher learning. This study was intended to investigate primary school teachers in the learning motivation, learning content, learning performance four dimensions of self regulatory strategies and self-regulated learning, and in-depth analysis of internal and external factors that influence the self-directed learning of primary school teacher, status of the self-directed learning of primary school teacher understanding, for better promotion offer the realistic basis and information support teachers' self-regulated learning.　　　The research on a certain district of Shenzhen City, 3 primary school 215 teachers use the "primary school teachers questionnaire" investigation. Research survey, primary school teachers' self-regulated learning situation is not ideal: first of all, the teacher in the learning motivation of the overall level of the highest, teachers' self-regulated learning initiative and strong sense of value; secondly, teachers in the level of self-regulated learning strategies in second. Teachers in the process of learning English on the microstructure and intensive processing strategy and reflection strategy use effect is not ideal, especially in independent reading, rarely or never use reflection strategy; thirdly, teachers in the overall level of self-regulated learning content slightly lower. Choose reading materials, teaching content and teaching reflection contents are lack of ability; finally, the overall level of the teachers in independent study of self regulation of the lowest, need to cause the attention.　　　Survey of self-regulated learning situation for different groups of teachers, there are significant differences between different gender groups of teachers, female teachers scored higher than male teachers, teachers of different gender have significant differences in the two dimensions of learning motivation, learning content; there is significant difference in age between teachers of different, 36 years old of the following teachers scored higher than 36 above the age of teachers, different age groups of teachers in the learning content and self adjustment dimension; there are significant differences among different age teacher, 20 years teaching age teachers scored significantly better than those over 20 years of teachers, and the learning motivation and self-regulation dimension difference; there are significant differences between the initial degree of different teachers. At the same time, the analysis found that, different subjects, different school, job title and the location of the teachers, the teachers do not exist significant differences. Factors that influence teachers' self-regulated learning mainly includes the internal factors (the awareness of self-regulated learning, self-regulated learning, self-regulated learning objective necessity, occupation burnout) and external factors (school evaluation orientation and material security, learning environment, learning time security, source, the working pressure of teachers of other external factors).　　　Based on the findings, the author mainly from three aspects: teachers, schools and education management departments are put forward to improve the primary school teachers' self-regulated learning strategies:　　　1, Teachers should strengthen the awareness of self-regulated learning, strengthen the self learning motivation on learning strategy; improve the cognitive ability and use, enhance the learning effect; enhance the self adjustment ability, strengthen the learning process management.　　　2, Schools should bring teachers' self-regulated learning as an important aspect of the construction of teachers team; further incentive mechanism optimization evaluation of teachers, promoting sustainable growth; guide teachers to improve research ability, and enhance the ability of teachers' research results of.　　　3, Education management departments should pay attention to the role of service functions, and actively guide the teachers to set up learning concept; construction of teachers' self-regulated learning new patterns, new bridge teachers and the exchange of experts.