中学英语自主学习能力的培养

中学英语自主学习能力的培养

论文摘要

在高度发展的信息时代,全球一体化的大背景下,复合型人才是高度融合社会的需要。复合型人才的一个重要方面就是外语综合素质。每个学习者都想成为一个成功的学习者,成功的学习者是对自己的学习负责的学习者。同时每个学习者在学习策略,学习风格及学习动机上又有很大差异。对自己的学习负责是自主学习者的主要特征,而且鼓励学生自主学习也正是考虑了学习者的个体差异。为了提高学习者的自主学习能力,教师应注意转换角色,使课堂教学,从传统的“以教师为中心”转化为“以学生为中心”。我们正是基于这样的想法进行了此次研究。作为教师,最重要的不是教给学生多少知识,而是培养学生获得知识的方法和能力。本次研究以社会建构主义为理论基础,社会建构主义是基于行为主义,认知心理学,建构主义,人本主义及社会互动理论发展起来的一种二语习习得理论。建构主义认为人总是将个人意义带入自己的认知世界。人本主义强调全人发展的观念,并提出了学习者在二三岁时就已具有了自主学习的可能性。认知心理学关注人在学习过程中的心智活动过程。然而社会建构主义又不是上述理论简单地相加,而是一个能帮助我们更好地理解教和学的过程的不同方面的新理论。社会建构主义指出知识是由个人构建的,而且指出这种构建发生在与他人交往的环境中,影响学习过程的有学生,教师,任务和环境,而且处在中心位置的是知识建构的主体学生。通过实验之初的问卷调查,测试及面谈,了解当前中学生与自主学习相关的因素,如:动机,态度,学习策略及学习风格的现实状况,并分析了学习者的学习需要,以及中学生在自主学习能力方面所存在的问题。然后为实验组和控制组的学生建立了学习档案,对实验组采用以“学习者为中心”的教学方法,鼓励实验组同学积极参加课前准备,参加课堂互动,及课外的自主阅读活动,同时又对实验组学生进行了元认知策略及学习策略的培训,并不断地通过学习者对学习档案的记录,修改,鼓励学习者对自己的学习进行评价和反思,因势利导,努力提高学生自主学习的能力,从而获得理想的教学效果。经过针对性训练,实验后的再次问卷调查和测试显示实验组和控制组差异显著,也证实了实验前的假设:以学习者为中心的课堂教学是一种有效的提高自主学习能力的方法。同时,通过分析本次实验的局限性指出,提高学习者的自主学习能力是一项长期的工作,它依赖于内外因的共同作用,但自主学习能力又不是随机地,偶然地产生的学习能力,而是一种可以在他人的帮助下,在适当的环境中产生和逐步发展的能力。

论文目录

  • Acknowledgement
  • Chinese Abstract
  • English Abstract
  • 1 INTRODUCTION
  • 1.1 The research background, research problems and research method and aims
  • 1.2 The rationale for study autonomy based on learner-centered language classroom
  • 2 LITERATURE REVIEW
  • 2.1 Learner autonomy
  • 2.1.1 Definitions
  • 2.1.2 Characteristics
  • 2.1.3 Ranges and stages
  • 2.2 philosophical theories on autonomous learning
  • 2.2.1 Behaviourism
  • 2.2.2 Cognitive psychology
  • 2.2.3 Constructivism
  • 2.2.4 Humanism
  • 2.2.5 Social Interaction
  • 2.3 Factors relate to learner autonomy
  • 2.3.1 Motivation
  • 2.3.2 Attitudes and beliefs
  • 2.3.2.1 Teachers beliefs about language learning
  • 2.3.2.2 Learners’beliefs about English learning
  • 2.3.3 Learning strategies
  • 2.3.3.1 Types of learning strategies
  • 2.3.3.2 Learning strategy and good language learner strategies?
  • 2.3.3.3 Learning strategies as a condition for learner autonomy
  • 2.3.4 Needs of learning
  • 2.3.5 The Style of learning
  • 2.4 Learner-centeredness
  • 2.4.1 Definitions of centeredness
  • 2.4.2 Theoretical foundation of learner centeredness
  • 2.4.3 Engaging students in learner-centered Instruction
  • 3 AN EXPERIMENTAL STUDY
  • 3.1 Objectives
  • 3.2 Subjects
  • 3.3 Procedures
  • 3.3.1 Experimental stages
  • 3.3.2 Experimental instruments
  • 3.3.3 Analysis of the questionnaire survey before training
  • 3.3.3.1 Motivation problems
  • 3.3.3.2 Status of beliefs and attitudes before the experiment
  • 3.3.3.3 Status of learners’ability to learn autonomously before the experiment
  • 3.3.3.4 Strategy problems
  • 3.3.4 Analyzing the learners’needs and constructing the learners’profile
  • 3.3.4.1 The global needs of the learners
  • 3.3.4.2 Constructing the learners’profile
  • 3.4 Teaching Experiment
  • 3.4.1 Experiment designs
  • 3.4.2 Purpose and hypotheses
  • 3.4.3 Teaching materials used in the experimental class
  • 3.5 Practice of teaching
  • 3.5.1 Teaching plan for learner-centered classroom
  • 3.5.2 Some typical activities during the experiment period
  • 3.5.2.1 The preparation of a learner-centered class
  • 3.5.2.2 Changing role
  • 3.5.2.3 Activities to motivate the learners
  • 3.5.2.4 Promote autonomous interaction in the classroom
  • 3.5.2.5 strategy training activities
  • 3.5.2.6 Error correction in the classroom
  • 3.5.2.7 Discussion of extensive reading materials by Jigsaw model
  • 4 FINDINGS AND DISCUSSION
  • 4.1 Fluctuations in the level of learners’autonomy and fluctuations in the factors related to learner autonomy
  • 4.1.1 Changes in ability to grasp and use some meta-cognitive and learning strategies
  • 4.1.2 Changes in motivation,beliefs and attitudes
  • 4.2 Analysis about the final results of the post-test
  • 5 CONCLUSION
  • REFERENCES
  • Appendix I
  • Appendix II
  • Appendix III
  • Appendix IV
  • 相关论文文献

    • [1].A Review of Research on Learner Empowerment in EFL[J]. 校园英语 2019(29)
    • [2].How to avoid Errors in English and Chinese Cross-cultural Communications[J]. 校园英语 2016(33)
    • [3].The Critical Period Hypothesis of Second Language Acquisition and School English Teaching[J]. 校园英语 2017(08)
    • [4].The effects of learning styles on learner differences[J]. 长江丛刊 2017(09)
    • [5].Developing Learner Autonomy and Second Language Context[J]. 校园英语 2017(17)
    • [6].How many words does a learner become fluent in English as a foreign language[J]. 山西青年 2017(10)
    • [7].“出”和“去”(英文)[J]. The World of Chinese 2011(01)
    • [8].Consideration of the Local Correlation of Learning Behaviors to Predict Dropouts from MOOCs[J]. Tsinghua Science and Technology 2020(03)
    • [9].Generative and Elaborative Processes in Learning[J]. 海外英语 2020(17)
    • [10].Is CHC student surface learner A cross-cultural perspective[J]. 读与写(教育教学刊) 2008(04)
    • [11].A Second Language Analysis on the Factors of the Learner's First Language and the Earliest Period of Learning[J]. 海外英语 2019(13)
    • [12].An Analysis of Errors in Second Language Acquisition[J]. 海外英语 2012(12)
    • [13].Task-based Approach as a Teaching Tool[J]. 商情(教育经济研究) 2008(04)
    • [14].The view on teachers' corrective feedback[J]. 校园英语 2018(22)
    • [15].Exploring the Internal and External Factors that Influence Chinese EFL Students' Speaking Performance: A Case Study[J]. 海外英语 2017(19)
    • [16].How to Promote Learner-Learner Scaffolding in ESL Classroom[J]. 海外英语 2016(17)
    • [17].国际化办学模式下“pre-experience learner”的商务英语教学策略浅析[J]. 辽宁工业大学学报(社会科学版) 2010(02)
    • [18].Three Histories: Halliday as Learner,Teacher, Grammarian[J]. Annual Review of Functional Linguistics 2015(00)
    • [19].Exploiting remote learners in Internet environment with agents[J]. Science China(Information Sciences) 2010(01)
    • [20].The Effects of Learner's Individual Differences on the Written Corrective Feedback[J]. 海外英语 2020(09)
    • [21].The Construction of Learner-Centered College English Teaching System in China[J]. 校园英语 2012(04)
    • [22].Language Learner Strategies in Second Language Teaching[J]. 海外英语 2014(01)
    • [23].Learning Mandarin in Later Life:Can Old Dogs Learn New Tricks?[J]. 当代外语研究 2013(12)
    • [24].The Acquisition of English Negatives by a Portuguese Boy[J]. 海外英语 2011(01)
    • [25].Creating a learner-centered and communicationoriented EFL writing classroom[J]. 校园英语 2019(23)
    • [26].An Analysis of the Requesting Performance by an EFL Student and Its Pedagogical Implications[J]. 海外英语 2013(15)
    • [27].The Importance of Teamwork in Teaching Practicum[J]. 海外英语 2017(20)
    • [28].Principles for Developing Learner Agency in Language Learning in a New Eduscape with COVID-19[J]. 英语学习 2020(05)
    • [29].Evaluation of The New Senior English for China[J]. 海外英语 2014(12)
    • [30].Undergraduate Engineering Projects:Improvement through the Use of VLEs[J]. 计算机教育 2018(12)

    标签:;  ;  

    中学英语自主学习能力的培养
    下载Doc文档

    猜你喜欢