基于计算机和课堂的大学英语教学模式的自主学习策略研究

论文摘要

2007年7月教育部正式颁布的《大学英语课程教学要求》提出了一种新型教学模式——“基于计算机和课堂的英语教学模式”。该模式强调个性化教学与自主学习，从而为学生个人学习方法的形成及自主学习能力的培养创造了条件。然而，在新模式下，大学生英语自主学习策略使用情况如何,使用效果如何,一直是倍受广大大学英语教师、教育学者和管理部门高度关注的课题。本文对基于新模式下的大学英语自主学习策略进行了较为系统的理论和实践研究。本研究采用了文献研究法，问卷调查法，访谈法，现场观察等研究方法，以河北科技大学10级和09级的120名非英语专业的学生为研究对象，采集了数据。并通过SPSS17.0统计软件对所收集的数据进行分析，发现大学生在新模式下的英语自主学习策略的使用情况围绕以下四个问题进行系统的研究：1.非英语专业本科生英语自主学习策略的总体情况如何？2.非英语专业本科生使用的英语自主学习策略是否存在性别差异？3.成绩优异学生与成绩困难学生的英语自主学习策略是否存在差异？4.英语自主学习策略的使用是否与学习成绩相关？研究发现，科学有效地使用自主学习策略是学生自主学习提高学习效率的不可或缺的条件。同时，对于大学英语自主学习策略的使用不平衡不系统的情况，作者建议采用复合式大学英语自主学习策略，以更好地适应大学英语课程教学要求。根据调查研究，本文对新模式下如何提高大学英语教学水平提出了建议。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Background of the Study
• 1.1.1 The College English Curriculum Requirements
• 1.1.2 The Problems in the Practice of Teaching and Learning under the traditional teaching model
• 1.2 Purpose and Significance of the Study
• 1.3 An Overall Structure of the Thesis
• Chapter 2 Literature Review
• 2.1 Autonomous Learning
• 2.1.1 Definitions of the Autonomous Learning
• 2.1.2 Theoretical Foundation of Autonomous Learning
• 2.2 Language Learning Strategies
• 2.2.1 Definitions of Learning Strategies
• 2.2.2 Classifications of Learning Strategies
• 2.3 Computer-and Classroom-Based College English Teaching Model
• 2.3.1 Theories of the New Model: Constructivism and Subject Education Theory
• 2.3.2 Advantages of the New Model
• 2.3.3 Autonomous Learning Strategies under the New Model
• 2.3.4 Previous Researches on the Autonomous Learning Strategies Based on the New Model
• Chapter 3 Research Instrument
• 3.1 Objective of the Research
• 3.2 Subjects
• 3.3 Research Instrument
• 3.3.1 Questionnaire Survey
• 3.3.2 Interviews
• 3.4 Data Collection
• 3.5 Data Analysis
• 3.5.1 Quantitative Data Analysis
• 3.5.2 Qualitative Data Analysis
• Chapter 4 Research Findings and Analysis
• 4.1 Results of the Survey
• 4.1.1 Present Use of ELSs under the New Teaching Model
• 4.1.2 Comparison of differences in Using the Autonomous LLSsbetween Males and Females
• 4.1.3 Comparison of Differences in Using the Autonomous ELSs between Successful and Less-successful Students
• 4.1.4 The Relationship between ELSs and Scores
• 4.2 Qualitative Data Analysis
• Chapter 5 Implications and Suggestions
• 5.1 Improving the Students’ Autonomous Learning Awareness and the Using Capability of Learning Strategies
• 5.2 Improving the Teachers’ Strategy Awareness and the Strategy Training Level
• 5.3 Pay More Attention on Training Metacognitive Strategies and the Cognitive Strategies
• 5.4 Noticing the Differences of the Students’ Individual Language Learning Strategies
• 5.5 Enhancing the Technology Conditions of the College English Autonomous Learning Center
• 5.6 New English autonomous learning strategies—the complex model of English learning strategies
• Chapter 6 Conclusion
• 6.1 Major Findings of This Study
• 6.2 Limitations of the Present Study
• 6.3 Recommendations for Further Researches
• Appendix
• References
• Publications
• Acknowledgements