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通过课堂教学提高非英语专业学生的自主学习能力

2020-11-22阅读(814)

通过课堂教学提高非英语专业学生的自主学习能力

论文摘要

McDevitt(1997)提出:教育的最终目的是培养出能够自主学习,有独立处理事物能力的学生。大学外语教学在我国已经历了相当长的历史,并取得了显著的成就。但是,一些现象又使我们深感失望和困惑:从中学到大学毕业,学习者投入了10年左右的时间学习外语,收效却不令人乐观:这些学习者大多处于相同的教学环境中,却各有成败。近年来,随着社会和经济的发展,社会对学生外语的要求越来越高,社会各界对外语教学的批评也接踵而至。多年来,国内语言学专家及外语教育工作者推陈出新,编写了许多教材,提出了多种教学方法和理论。这些对语言学习客体的改进有一定的效果,但却解决不了根本问题,外语学习的关键因素在于该过程的主体——语言学习者本身。学识渊博的老师固然重要,但这只是外因,事物发展的决定因素是事物的内因。有句古老的谚语这样说:“给人以鱼,一日食之;授人予渔,终身得鱼。”所以,我认为大学英语学习者的费时低效很大程度上是由于学习者的自主性不够造成的,外语教学的重点应该放在培养学习者的自主能力上。本文主要通过调查与自主学习有关的变量来了解非英语专业学生对自主学英语的心理准备和语言意识程度,在此基础上尝试性的提出了通过课堂教学培养学生自主学习能力的模式。 本文共分五章,第一章是对全文的总的概述,论述了本文写作的背景、目的、必要性及全文的结构框架;最后一章是对全文的总结,指出了本文研究的意义和不足,提出了今后研究的方向。本文第二章在描述了西方一些教育家、语言学家关于自主学习的概念与理论的基础上,提出了作者自己对自主学习含义的理解,区分了自主学习与自学等近义概念的区别。在此基础上在第三章探讨了提高自主学习能力应具有的一些基本知识。

论文目录

  • 摘要
  • Abstract
  • Chapter One Introduction
  • 1.1 Background information
  • 1.2 Justification and objectives of the study
  • 1.3 Layout of the thesis
  • Chapter Two Literature Review
  • 2.1 Definitions of Learner autonomy
  • 2.2 Distinction between autonomy and its synonyms
  • 2.2.1 Autonomy and self-directed learning
  • 2.2.2 Autonomy and individualized instruction
  • 2.2.3 Autonomy and self-regulated learning
  • 2.3 Theoretical supports for autonomy
  • 2.3.1 Positivist approach and technical versions of learner autonomy
  • 2.3.2 Constructivist approach and psychological versions of autonomy
  • 2.3.3 Critical theory and political versions of autonomy
  • 2.4 Three pedagogical principles related to learner autonomy
  • Chapter Three Knowledge Needed to Develop Learner Autonomy
  • 3.1 The Measurement of Autonomy
  • 3.2 Autonomy and culture
  • 3.3 Positive interdependence
  • 3.4 The development of autonomy
  • 3 ．4.1 Learner-based Approaehes
  • 3.4.2 Classroom-based approaches
  • 3.4.3 Teacher-based approaches
  • Chapter Four A Model of Promoting Learner Autonomy of Non-English Majors through Classroom Instruction in China
  • 4.1 Significance of promoting learner autonomy in ELT in China
  • 4.1.1 Wider educational goal and practical needs
  • 4.1.2 Quality-oriented education
  • 4.1.3 Learner's improvements beyond knowledge
  • 4.2 A study of the readiness of learner autonomy of non-English majors
  • 4.2.1 The analysis of the results from our questionnaire
  • 4.3 The mode of promoting learner autonomy for non-English majors through classroom instruction
  • 4.3.1 Raising the awareness
  • 4.3.2 Changing attitudes
  • 4.3.3 Transferring roles
  • 4.3.4 Positive interdependence
  • Chapter Five Conclusion
  • Bibiography
  • Appendix B大学生英语自主学习状况问卷调查数据统计

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    通过课堂教学提高非英语专业学生的自主学习能力
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