“自主学习”是新课改中流行的一个概念，也是近年来的一个研究热点。然而，通过自我反思、访谈和文献查阅，我发现人们对自主学习概念的内涵似乎难以表述清楚，理解和界定存在差异。而且，人们对“自主学习”的定位也存在论争。　　　基于此，本文研究的核心问题是：自主学习是否是一个明确的、科学的学术概念，自主学习研究与教学论之间的关系是怎样的？　　　本文的第一章为绪论部分，主要介绍了研究缘起、研究问题等。另外，对主体哲学中的一些基本概念进行分析和交代，作为后面分析相关概念的基础。　　　第二章简要回顾了国内外对于自主学习的研究情况和术语使用情况。　　　自主学习研究最早起源于国外，相关术语多样，对我国教学论界影响最大的是自我调节学习理论。其流派较多，但表达的基本思想具有一致性，即强调学习者对自己的学习进行自我调控的能力。　　　在国内，新课改之前，研究者对自主学习的使用较少，但逐渐增加。除了引介国外的心理学研究成果之外，我国研究者在90年代的教学改革中也提出和使用了自主学习概念。新课改之后，我国教学论界对于“自主学习”的使用和研究急剧增多，出现了“自主、合作、探究”、“学习方式转变”等一些新的提法。　 第三章是本文的核心部分，主要分析自主学习的属和种差，并对自主学习与相关概念的关系进行审视。　　　通过分析，我们可以认为，从自我调控机制出发，学习心理学中的自主学习或自我调节学习较为明确。与学习心理学的原有理论相比，新课改后我国出现的一些新提法引起了逻辑和思想上的混乱，这导致一些理论和实践问题的产生。另外，从自主性出发界定自主学习、自主性学习概念，我们难以明确其内涵和外延。因此，在引介学习心理学的自主学习或自我调节学习概念之外，我国教学论研究者提出的自主学习概念还不是科学概念。另外，从已有的研究和使用情况来看，与自主学习对立的他主学习概念也不是一个科学概念。　　　心理学意义上作为能力、品质的自主学习，可以体现在各种学习类型、学习方法之中。因此，不能将自主学习与合作学习等概念放在同一层面进行比较分析。　　　第四章主要对自主学习研究与教学论发展之间的关系进行了分析，对不良的研究倾向进行了反思。　　　近年来的自主学习研究并没有很好地丰富已有的教学理论或教学思想。已有研究表现出孤立关注“学”的倾向，导致了一些问题的产生。心理学意义上的自主学习在教学论中的理论意义主要体现在“以学定教”。教学论研究者必须克服“简单心理学化”的不良倾向，把握好教学活动的特殊性，明确自己的学科立场。最后，对学生自主能力的培养问题进行了简单的总结与分析。

“Autonomous learning” is the popular concept in new curriculum reform. It is also a hot spot of research in recent years. However, through self-reflection, interview and literature review, I find that the concept of autonomous learning can not be clearly stated, and there are differences about the understanding among people. In addition, there are controversies about “autonomous learning”.　　Based on this, this paper mainly studies this problem: whether “autonomous learning” is a clear and scientific academic conception? What is the relationship between the research of autonomous learning and the teaching theory?　　The first part of this article is the introduction, which is concerning about the origin of this study, the research questions and so on. In this part, I also analyses and explains of some basic concepts of subject philosophy, which lays the foundation for the subsequent analysis.　　The second chapter is a brief review of the research and usage of autonomous learning. The research on autonomous learning originated abroad. There are so many researches on autonomous learning that the related terms are diverse. The theory of self-regulated learning exerts the largest impact on the research in china. The ideas among researches are consistent, which emphasis on learners' self-regulated ability. 　　　In china, the usage of autonomous learning is less before the new curriculum reform, but it gradually increase. Except for introducing psychology research results from foreign countries, our researchers also used local concept during the teaching reform in 1990s. After the new curriculum reform, the usage and research of “autonomous learning” increased rapidly, there have been some new conceptions, such as “autonomy, cooperation, explore”, “change of learning style” and so on.　　　The third chapter is the core part of this article, which involves the genus and species difference of “autonomous learning”. Subsequently, I clarify the relationship between autonomous learning and related concepts.　　　Through the analysis, based on the self-regulation mechanism, self-regulated learning in the psychology is clear. Compared with the original theory in the psychology, some ideas caused logical or thoughtful confusions and some theoretical or practical problems after the new curriculum reform. What is more, we can not determine the meaning of autonomous learning according to the autonomy. Except for the introduction of the self-regulated learning in the psychology, the autonomous learning, which is studied by the Chinese instructional theory researchers, is not a concrete conception. In addition, hetero-autonomous learning is not a scientific conception according to the previous researches and usage.　　　As the learning ability or quality, self-regulated learning can be embodied in all kinds of learning or learning approaches. And self-regulated learning can not be compared with cooperative learning and other conceptions under the same conceptions.　　　In the fourth chapter, the relationship between autonomous learning and the teaching theory is analyzed, and the wrong research directions are reflected.　　The researches in recent years did not enrich the existing teaching theory. There is a research trend of the single emphasis on the “learning”, which caused many problems. The theoretical significance of self-regulated learning is determining how to teach according to how to learn. The researchers must remove the simple ideas about the theory in the psychology, and they should stick on their subject position. Finally, this paper summarizes and analyzes how to cultivate the autonomous ability.