中文摘要：

学习独立性缺失是指课堂教学中由于教师教导活动的绝对主导性而导致学生学习活动受到严重挤压甚至消失的现象。造成该缺失的原因是对教学统一性的强调过甚，对教导价值的过分夸大以及对教师价值的过分推崇。它导致了教学中的过度教导，对学生主体性的束缚和对发展机制的错误理解。本文从逻辑、历史和现实三个角度论证了学习独立性的存在。学习的独立性是指学习可以脱离或较少依赖教导而存在。其提出有利于实现学习的本体性目的，促进知识的个性化，培养学习者的主体性和使课堂教学以学为本。实现学习独立性的策略是“有限教导”，即教师尽量不教，尽量少教和尽量间接教。

英文摘要：

The lack of learning independence is that because the absolutely dominant of the teachers＇ teaching, and the students have little or no time to study themselves in the classroom. The reasons are excessive emphasis on the teaching unity, the exaggetation of the value of the teaching and the excessive respect for the teacher＇ s value. It leads to excessive teaching, the bondage of the student＇ subjectivity and the misunderstanding of the development mechanism. The article demonstrates the existence of learning independence from the three angles of logic, history and reality. Learning independence is that learning can exist even break away or less dependent on the teaching. It is conducive to achieve the purpose of the ontological of learning, to realize the knowledge＇ s individualized meaning, to develop learners＇ subjectivity and to bring about the learning -centered in the classroom. The strategy to implement learning independence is limited teaching. It means teachers try not to teach, to teach less and to teach indirectly.