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一项基于网络听力环境的学习自主性调查

2020-12-07阅读(813)

一项基于网络听力环境的学习自主性调查

论文摘要

本文通过对江苏工业学院国际贸易专业一年级学生参加为期一学期的网络辅助“自主听力”选修课的调查,探究了在基于资源的教学方式下,网络辅助听力环境是如何逐步影响学生自主学习观念和策略变化的。本研究的理论支撑是人本主义学习观。人本主义学习观认为学习是个人实现自我潜能的行为,学习者是学习的中心。其目的是培养能实现自我、对自己的学习负责的自主的学习者。研究数据主要来源于一项在课程前、后对学生自主学习性的问卷调查。问卷主要考察九十五名参加选修课的学生在自主学习观念和策略方面有无统计意义上的变化。同时,对八名在自主学习性方面有不同变化的学生的访谈作为对问卷的补充,详细考察被采访者在做出决定,独立行动,评估过程中观念和策略的具体变化,以及促进和阻碍这些变化的内外因素。问卷和访谈的设计紧扣研究问题和Little(1991)有关自主发展的三个关键因素。另外,学生的周记、邮件和网络讨论记录等学生的各种写作样本也都作为研究数据。通过对采集数据的客观分析,笔者得出以下结论:1.数据显示,这些研究对象的学习者自主意识比较高,但他们对学习者自主的实践,即自主学习策略的运用情况的水平却比较低。也就是说,学生的自主学习意识与实践之间有比较明显的差距。这种现象的原因有可能是缺乏有利的学习环境的支持。但在本研究中,学生们处于资源型教学法支持下的计算机辅助教学环境中,恰当的学习环境支持其观念和实践之间的差距缩小。2.由于观念的相对稳定性和时间有限,学生的自主学习观念方面没有发现统计意义上的变化,但访谈数据显示部分学生逐步认识到了计划,自我监控,反思等的重要性。同时,经过一学期的学习,学生在实践自主学习策略方面朝着研究所预期的方向变化。他们自己设定目标,制定计划,监控学习过程和努力程度,评估学习的进展,在管理自己的学习方面表现得更加积极。3.有许多因素促进或制约着机辅自主学习的发展。其中最重要的促进因素是教师的帮助和计算机辅助学习环境;而制约的因素则包括学生对这种新的学习模式和环境的错误观念以及接入网络的途径不足等。以上研究结果表明基于资源教学法的计算机辅助教学环境在促进自主学习方面具有潜力。然而其成效仍然取决于项目的设计、课堂的组织管理以及教师与学生多方面的充分支持。

论文目录

  • ACKNOWLEDGEMENTS
  • ABSTRACT
  • 中文摘要
  • Chapter One INTRODUCTION
  • 1.1 Background and Need of the Study
  • 1.2 Purpose of the Study
  • Chapter Two LITERATURE REVIEW
  • 2.1 Definitions of Learner Autonomy
  • 2.2 Learner Autonomy from the Perspective of Humanism
  • 2.2.1 Humanistic theory of learning
  • 2.2.2 Learner-centeredness
  • 2.3 Approaches to Fostering Learner Autonomy
  • 2.3.1 Resource-based approach
  • 2.3.2 Technology supported resource-based learning
  • 2.4 Related Studies
  • 2.4.1 Learner autonomy in regular Chinese EFL classroom
  • 2.4.2 Learner autonomy in CALL environment
  • Chapter Three METHODOLOGY
  • 3.1 The Setting
  • 3.2 The Participants
  • 3.3 Data Collection
  • 3.3.1 Survey
  • 3.3.2 Interviews and learner products
  • 3.4 Data Processing and Analysis
  • Chapter Four RESULTS AND DISCUSSION
  • 4.1 Pre-course Learner Autonomy Status
  • 4.2 Changes in Learner Autonomy Beliefs
  • 4.2.1 Changes in decision-making beliefs
  • 4.2.2 Changes in independent action beliefs
  • 4.2.3 Changes in self-assessment beliefs
  • 4.3 Effects on Learner Autonomy Strategies
  • 4.3.1 Effects on metacogonitive strategies
  • 4.3.2 Effects on social/affective strategies
  • 4.4 Factors Promoting Learner Autonomy
  • 4.4.1 Teacher support
  • 4.4.2 CALL environment
  • 4.5 Factors Prohibiting Learner Autonomy
  • 4.5.1 Students’misconception and disinclination
  • 4.5.2 Poor access to the Internet
  • Chapter Five CONCLUSION
  • REFERENCES
  • Appendix I Conceptual Framework for Data Collection and Analysis
  • Appendix II Pre-course Learner Autonomy Survey
  • Appendix II Post-course Learner Autonomy Survey
  • Appendix III Interview Questions
  • Appendix IV A Sample of Interview Data Coding Process
  • Appendix V The Original Interview Transcripts
  • Appendix VI Survey Results
  • Table 4.1: Changes in decision-making beliefs
  • Table 4.2: Changes in independent action beliefs
  • Table 4.3：Changes in self-assessment beliefs
  • Table 4.4: Effects on metacogonitive strategies
  • Table 4.5: Effects on social/affective strategies

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