高中英语文化教学中的自主学习策略

论文摘要

新英语课程标准首次提出文化意识,主张在语言教学过程中注入文化教学以培养学生跨文化交际的能力,并指出在教学过程中,教师必须认真处理知识传授和能力培养之间的关系并着力培养学生的自主学习能力。传统的以教师为中心的方法是不适合目的语文化的教学和学习了。相反,社会和教育方面取得的发展使自主学习成为时代的趋势。与此同时,当代高中生认知特点和知识水平,也为高中学生自主学习提供了可能性。“建构主义理论和人本主义理论”更为本研究提供理论支撑。根据上述情况,本论文试从分析语言和文化的关系入手,介绍了先进而有效的学习策略——英语文化自主学习策略。根据这一模式,教师发展高中学生的文化学习自主能力,也就是说,教师着重培养学生学习策略,以及何时和如何正确使用文化学习策略；培养学生自觉地监测自己的文化学习;同时组织各种课内外活动,以刺激他们的学习热情,并鼓励他们学习文化的自主性。总之,教师试图让学生在课堂内外养成良好的文化自主学习习惯。实验证明,这种自主的文化学习模式(ACL)能比传统的教学吏有效地帮助学生掌握目标语的文化和迅速发展学生的跨文化交际能力。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• contents
• Chapter One Introduction
• 1.1 Literature review
• 1.1.1 An overview of culture teaching both at home and abroad
• 1.1.2 An overview of autonomous learning both at home and abroad
• 1.2 Rationale for the study
• 1.3 Key research questions
• 1.4 The organization of the thesis
• Chapter Two Language,Culture And Communicative Competence
• 2.1 The definitions of culture
• 2.2 Definition of language
• 2.3 Language and culture
• 2.4 Linguistic competence and communicative competence
• 2.5 Prescriptions of culture instruction in the New Curriculum Standard
• Chapter Three A Survey of the Current Culture Teaching Status in Senior High School
• 3.1 The subjects of the survey
• 3.2 The design of the survey
• 3.3 Procedure
• 3.3.1 Results of questionnaires
• 3.3.2 Findings and analysis
• Chapter Four Autonomous Culture Learning Model
• 4.1 Theoretical background
• 4.1.1 The definition of autonomous learning
• 4.1.2 The theoretical and psychological basis of autonomous learning
• 4.1.3 The necessity of autonomous learning
• 4.2 Learning strategy training
• 4.2.1 Metacognitive strategies
• 4.2.2 Cognitive strategies
• 4.2.3 Communication strategies
• 4.2.4 Socio-affective strategies
• 4.3 Autonomous activities in culture instruction
• 4.3.1 Autonomous activities in speaking,warming up,and listening
• 4.3.2 Autonomous activities in vocabulary study
• 4.3.3 Autonomous activities in reading
• 4.3.4 Autonomous activities out of class
• Chapter Five Experimental Research
• 5.1 The research questions
• 5.2 Subjects
• 5.3 The testing of dependent variables
• 5.4 The control of extraneous variables
• 5.5 Research procedures
• 5.5.1 Pre-test
• 5.5.2 Experimental treatment
• 5.5.3. Analysis of the interview
• 5.5.4 Post-test
• 5.5.5 Result analysis
• 5.6 Some problems worthy of attention in autonomous culture learning
• 5.6.1 Forming groups
• 5.6.2 Changing the roles of the teachers
• 5.7 Conclusion
• Chapter Six Conclusion
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Acknowledgements