沿海地区高中生英语自主学习能力的培养

论文摘要

自主学习作为一种能力,对学生的毕生发展具有极为重要的意义。自主学习的理论研究在国外已取得了令人瞩目的成果,且在国内教学实践中也有所应用,但其推行范围不广,并且目前主要关注的是大学生自主学习能力的培养,针对中学生的自主学习研究还较欠缺。现代教育理论认为,教师和学生是教育活动中的两个基本要素。学生是受教育者,但不完全是被动接受教育的,具有主观能动性,一切教育的影响必须通过学生的主动参与才能达到预期的效果。因此,教育的一切活动都必须以调动学生主动性、积极性为出发点,使学生具有充分的动力,主动学习,善于学习。本文首先介绍了自主学习发展的理论和现实基础,回顾了前人对自主性学习的研究,阐释了自主学习的核心含义和特征,剖析了培养高中生英语自主学习能力的必要性和可行性。采用问卷、访谈、测试等形式对广东省广州市某高中的部分学生英语自主学习现状进行实验调查,结果发现就自主学习能力而言,男生和女生、优秀生和普通生之间都存在显著差别,进而得出结论认为学习者的学习效果好坏与其自主学习能力的强弱密切相关。沿海地区的学生享有资源、信息、环境、地域等独特优势,我们应该正确引导学生充分利用有效资源,转变沿海地区学生的思想、认识、观念,大大提高其自主学习能力。本文最后提出了培养沿海地区高中生英语自主学习能力的建议和方法,主要从加强师生的自主学习意识、改变学生的认知策略和充分利用各种便利条件等角度来提高学生自主学习的能力。

论文目录

• Abstract
• 摘要
• Introduction
• Chapter One Autonomous Learning
• 1.1 Definitions of autonomous learning
• 1.2 Characteristics of an autonomous learner
• 1.3 Theoretical bases of autonomous learning
• 1.3.1 Humanistic theory
• 1.3.2 Cognitive theory
• 1.3.3 Operant views
• Chapter Two The Necessity and Feasibility of Cultivating Autonomous English Learning of High School Students in Coastal Areas
• 2.1 The present situation of English learning in coastal areas
• 2.1.1 Negative learning motivation—"The theory that study is of no use"
• 2.1.2 Too dependent on the teachers
• 2.1.3 Paying too much attention to test scores
• 2.2 Feasibility of cultivating autonomous English learning in coastal areas
• 2.3.1 Resource advantages
• 2.3.2 Region superiorities
• Chapter Three Ways to Cultivate Autonomous English Learning of Senior High School Students in Coastal Areas
• 3.1 Enhancing and raising students' and teachers' awareness of autonomous learning
• 3.2 Training Students' Metacognitive Strategies
• 3.3 Fostering students' self-confidence in learning English
• 3.4 Equipping learners with autonomous learning skills through learning strategies
• 3.5 Encouraging students to reflect and self-assess
• 3.5.1 Reflecting and self-assessing on autonomous learning
• 3.5.2 Approaches to monitor students' autonomous learning
• Chapter Four Research Design
• 4.1 Research questions
• 4.2 Subjects
• 4.3 Instruments
• 4.3.1 Qualitative research
• 4.3.2 Quantitative research
• 4.4 Procedures
• 4.5 Data analysis
• 4.6 Major findings and implications
• 4.6.1 English teachers' roles in autonomous learning
• 4.6.1.1 To organize purposeful learning activities
• 4.6.1.2 To help choose proper materials and promote their use
• 4.6.1.3 To create a free,harmonious and relaxing classroom Learning atmosphere
• 4.6.1.4 To Attend to students' affective factors
• 4.6.2 Factors on teachers' roles
• 4.6.3 Suggestions
• Conclusion
• Bibliography
• Appendix 1
• Appendix 2
• Acknowledgements