农村初中学生英语自主学习教学策略的实证研究

论文摘要

让学生走自主学习之路是学会学习的有效途径。教学策略的合理运用更能在很大程度上提高学习者的学习积极性,从而推动学习者自主学习以获得良好的学习效果。虽然对于教学策略的研究取得了一些成果,但大多局限于教学策略的宏观理论研究,对于具体学科的教学策略的研究特别是关于自主学习的教学策略的研究比较少,而对于农村初中英语自主学习教学策略的研究更少。自主学习的教学策略是教师为了提高学生自主学习意识和自主学习能力采取的策略,是作为提高英语学习兴趣,增强学习主动性,使学生主动参与英语学习,提高自主学习能力的手段。本研究以八年级农村学生为研究对象,选取石门县新关中心学校92名学生,采用问卷调查、访谈等方法,对他们的学习现状进行调查分析,调查涉及影响他们自主学习意识和能力的几个方面：学习兴趣,学习主动性,自我效能感,学习策略,自我监控。对数据进行了定性和定量分析。调查结果揭示农村初中八年级学生英语学习现状是：1)对英语缺乏兴趣；2)学习主动性差；3)对英语学习缺乏信心；4)缺乏科学的学习策略；5)自我评价和自我监控水平较低。基于八年级农村初中生的英语学习现状,笔者在人本主义和主体性理论框架的指导下,以学生为主体,教师为主导,采用以下教学策略来提高学生的自主学习意识和自主学习能力：1)培养学生自主学习兴趣的策略：情境创设策略、教学内容生活化策略；2)激发学生自主学习动机的策略：评价激励策略、情感交流策略；3)促进学生自主学习能力的教学策略：目标设置引导策略、学习方法指导策略、问题意识培养策略、评价延伸策略。笔者以两个班的92名学生为实验对象分为对照班和实验班进行了为期一年的实验,即对对照班学生按常规进行教学,实验班学生则运用教学策略培养提高学生自主学习意识和自主学习能力。实验结果通过问卷调查、访谈了解、考试分析、课堂观察等措施发现：两班学生的情况比较,实验班的学生学习兴趣更强,学习主动性更高,学习自信心更强,学习策略水平、自我评价和自我监控等自主学习能力均更高,学习效果也更为显著。由此可以看出,英语教师在教学中实施有效的教学策略引导学生自主学习,能够增强学生自主学习意识和提高自主学习能力,进而赢得更好的学习效果。该研究仍然存在局限性,如实验样本较小,实验进行时间较短,学困生成绩提高不显著。这都是在未来继续研究需要解决的问题。

论文目录

• Abstract
• 摘要
• Introduction
• Chapter 1 Literature Review
• 1.1. The Definition and Characteristics of Autonomous Learning and Teaching Strategy
• 1.1.1 The Definition of Autonomous Learning
• 1.1.2 The Characteristics of Autonomous Learning
• 1.1.3 The Definition of Teaching Strategy
• 1.1.4 The Characteristics of Teaching Strategy
• 1.2 Researches on Teaching Strategies at Home and Abroad
• 1.2.1 Researches on Teaching Strategies at Home
• 1.2.2 Researches on Teaching Strategies Abroad
• 1.3 Researches on Teaching Strategies for Autonomous Learning at Home and Abroad
• 1.3.1 Researches on Teaching Strategies for Autonomous Learning at Home
• 1.3.2 Researches on Teaching Strategies for Autonomous Learning Abroad
• Chapter 2 Theoretical Framework
• 2.1 Humanistic Theory
• 2.2 Subjectivity Theory
• Chapter 3 Survey of Autonomous Learning Conditions of Juniors in Rural Schools
• 3.1 Description of the Investigation
• 3.1.1 Objectives
• 3.1.2 Subjects
• 3.1.3 Instruments
• 3.2 The Conditions of Rural Juniors' Autonomous Learning
• 3.2.1 Low Self-efficacy
• 3.2.2 Lacking Scientifical and Systematical Learning Methods
• 3.2.3 Poor Self-evaluation and Self-monitoring
• 3.2.4 Low Interest in English Learning
• 3.2.5 Weak Learning Initiative
• 3.3 The Causes of the Rural Juniors' Problems in Autonomous Learning
• 3.3.1 Teaching Procedure of Much Attention to Teaching
• 3.3.2 Teaching Mode of Much Importance on Spoon-feeding
• 3.3.3 Teaching Objective of Much Emphasis on Knowledge
• 3.3.4 Teaching Evaluation of Much Value on Results
• Chapter 4 Implementation of Teaching Strategies forAutonomous Learning in English Teaching
• 4.1 Teaching Strategies for Fostering the Consciousness of Autonomous Learning
• 4.1.1 Strategies for Cultivating Students' Interest in Autonomous Learning
• 4.1.2 Strategies for Arousing Students' Motivation for Autonomous Learning
• 4.2 Teaching Strategies for Promoting Autonomous Learning Ability
• 4.2.1 Strategies of Instructing Target-setting
• 4.2.2 Strategies of Instructing Learning Methods
• 4.2.3 Strategies of Cultivating Problem Consciousness
• 4.2.4 Strategies of Evaluation Extension
• Chapter 5 Results and Analysis of Implementing Teaching Strategies for Autonomous Learning
• 5.1 Better Academic Performance
• 5.2 Higher Self-efficacy
• 5.3 More Scientifical Learning Methods
• 5.4 Higher Self-evaluation & Self-monitoring
• 5.5 Stronger Interest in English Learning
• 5.6 More Enhanced Learning Initiative
• Conclusion
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ
• Appendix Ⅴ
• Appendix Ⅵ
• Appendix Ⅶ
• Appendix Ⅷ
• Acknowledgements