自主学习理论在中学英语教学中的应用.docx
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自主学习理论在中学英语教学中的应用.docx
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自主学习理论在中学英语教学中的应用
Title:
APracticeofEncouragingLearnerAutonomyinaMiddleSchool
题目:
自主学习理论在中学英语教学中的应用
Abstract
Since1980’s,withtheriseofmeta-cognition,“self-autonomy”becomespopularwiththepedagogues.The“self-autonomy”learnersisthepersonwhohastheabilityofsupervisinghisorherlearningbehavior,settingupgoalsaccordingtohisorherpracticalconditions,makingoutstudyingplans,choosinglearningstrategies,monitoringlearningprocessandmakingself-assessmentandself-evaluationintime.Theauthorconductedanexperimentstudyinviewoftwoclasses,anexperimentalclassandacontrolclass,inordertoknowthatwhethertheprojectofconstructingalearnerprofilecanencouragemiddle-schoollearners’self-accesslearningabilityfostering.Afteracarefulanalysisofthequestionnaires,learnerprofilestheyhandedinandtheexamresults,theauthorfoundthattheexperimentalclasshavemadeprogresswhilecomparedwiththecontrolclass.Andthestudentsintheexperimentalclasshadpaidmoreattentiontotheirlearningprocessandweremoreactivetolearn.Theexperimenttellsusthatinthemiddleschoolofthecountryside,itisabsolutelypossibletoencouragelearners’sensesofresponsibility,developtheself-accesslearningabilitypreliminarilyandhelpthemtolearneffectivelyintheirfuturelearning
Keywords:
learnerprofiles;self-accesslearningability;learningstrategy
摘要
20世纪80年代,随着元认知策略研究的兴起,自主学习开始受到广大教育者的注意。
具有自主学习能力的学习者能够管理好自己的学习行为,根据自己的实际情况制定目标、学习计划、学习方式、监控学习过程以及及时进行自我评估。
为了探讨在农村中学实行建立“自主学习档案”这个方案是否对于农村中学生自主学习能力的培养有积极作用,笔者在广州市花都区清布中学选取两个班级作为实验班和控制班进行实证研究。
经过对问卷,上交的“自主学习档案”和考试成绩结果的认真对比分析,笔者发现经过一段时间的实验后,实验班相对于控制班取得了进步。
实验班的学生更注意自己的学习过程和更主动的学习。
实验结果表明,在农村中学建立“自主学习档案”对于提高学习者责任感,初步促进自主学习能力并帮助他们在将来的学习当中更有效地学习是完全有可能的。
关键词:
自主学习档案;自主学习能力;学习策略
CONTENTS
Chapter1Introduction………………………………………………………………1
Chapter2TheoryonSelf-Autonomy……………………………………………4
2.1Definition……………………………………………………………4
2.2Characteristics……………………………………………………4
1.2.1Initiative………………………………………………………5
1.2.2Independence…………………………………………………...5
1.2.3Learners’Self-Choice…………………………………….……5
2.3InfluencesonSelf-AccessLearners’AttitudestowardsSelf-AccessLearningintheMiddleSchool……………………….……………..….6
Chapter3MainFactorstoPromoteSelf-AccessLearningandLearnerProfileEstablishment…………………………………………………………...…...8
3.1MainFactorstoPromoteSelf-AccessLearning……………………8
3.1.1ChangingoftheTraditionalBeliefs……………………………8
3.1.2Learners’NeedsandWantsAnalysis………………………9
3.1.3Self-Monitoring…………………………………………………9
3.1.4Assessment………………………………………………………10
3.1.5TeacherSupport………………………………………………11
3.1.6GroupSupport/PeerSupport……………………………12
3.2EstablishmentoftheLearnerProfileandMattersaboutIt………12
3.2.1TheReasonWhytheLearnerProfile(LP)isSetup……12
3.2.2MattersabouttheLearnerProfile…………………………13
Chapter4Quasi-experimentonConstructingaLearnerProfileinaMiddleSchool……………………………………………………………………….…15
4.1Quasi-Experiment……………………………………………………15
4.2Pre-ExperimentDescription…………………………………...15
4.2.1TheSubjectsoftheQuasi-Experiment…………………………15
4.2.2TheMethod………………………………………………………16
4.2.3Assumption………………………………………………………17
Chapter5AnalysisoftheStatisticsandLearnerProfiles……………………18
5.1AnalysisoftheTwoQuestionnaires………………………………18
5.1.1AnalysisofQuestionnaireOne…………………………………18
5.1.2AnalysisofQuestionnaireTwo……………………...………19
5.2AnalysisoftheLearnerProfilestheStudentsHandedin…………21
5.3AnalysisoftheResultsoftheFinalExamofLastTermandthe
Mid-TermExamofthisTerm…………………………………………22
5.3.1AnalysisoftheResultsoftheFinalExamoftheTwoClasses22
5.3.2AnalysisontheResultsClasses…………………………………..23
5.3.3ComparisonoftheResultsoftheTwoExamsofEachClassRespectively……………………………………………………….24
Chapter6FindingsandSuggestionsaftertheQuasi-Experiment……..……27
6.1Findings………………………………………………………………27
6.2SuggestionsaftertheQuasi-Experiment………..…………27
6.2.1GoodLanguageLearningHabitsFostering……………...27
6.2.2LogsTaking……………………………………………………28
6.2.3MoreTaskAssignations……………………………………28
6.2.4SAC(Self-AccessCenter)Establishment…………………….29
Chapter7Conclusion………………………………………………………………30
References……………………………………………….……………………………31
APracticeofEncouragingLearnerAutonomyinaMiddleSchool
Chapter1Introduction
Inthetraditionalteachingactivity,theteacherwasthecentralpart,whilethestudentsplaythepassiverole.Theteacher’staskwasgivingthestudentslessonswhilethestudents’wasjustlisteningtotheteacher.Theteacheractedasthepossessoranddisseminatoroftheknowledge,sothestudentsconsideredtheteacherasalearnedperson,atreasurehouseoftheinformation,andevenawalkingdictionary,whocanalwaysgivesatisfyinganswerslikeaknowledgemachine.Theylearntforleaning’ssake.Theythoughtthattheteacherwastheauthority.Theyevendidn’tknowwhattheyshoulddowithouttheteacher’shelp.Asaresult,withthetraditionalteachingapproach,thestudentsbecamedulleranddullerandtheylearntpassively.Atthesametime,theChinesetraditionalsystem,whichpreferstheexcellentstudentstothepoorones,hasproducedalotofstudentsofhighscorebutlowability,whoaresofragilethattheywouldbethrownoutofthesocietyeasily.Withthedevelopmentofthesociety,capablepeoplebecomemoreandmorepreferable.Cultivatingexcellentstudentswithallkindofskillsbecomestheurgentaffairintoday’seducationalprocess.
Then,anideaaboutteachingandlearningemergesasthetimesrequire.Itisthe“self-autonomy”.Though“theconceptof‘autonomouslearning’stemmedfromdebatesaboutthedevelopmentoflife-longlearningskillsandthedevelopmentofindependentthinkersbothofwhichoriginatedinthe1960s”(Gardner&Miller,2002:
6),itdidn’tdevelopveryrapidly.However,withtheriseofthemeta-cognitionin1980s’,“self-autonomy”becomesmoreandmorepopularwithpeopleofdifferentfields.Since1990s’,foreignresearchersmadegreatprogressonthefundamentalproblemsof“self-autonomy”,suchasZimmerman’sviewson“theessentialof‘self-autonomy’”;WinneandButler’s“self-autonomy”learningmode;AblardandLipschultz’sviewsontherelationsbetween“marksand‘self-autonomy’learning”;Winne’sviewsonthe“self-autonomy”skillsobtaining.(Pang,2000:
12-16)Infact,inancientChina,themeaningof“self-autonomy”hadbeenmentionedinXianQin.“Menciussaidthat”(Pang,2001:
59)Itmeansthatthecrucialfactorforonetobeawell-knownmanishisinitiativeinlearning.Nowadays,manyessayson“self-autonomy”comeoutlikethebambooshootsafteraspringrain.PangWeiguowrotethat“Self-autonomy”is“theverythingthatbothpedagogyandpsychologyfocuson.Pedagogicsconsidersself-autonomyasanimportanteducationalgoal.Andpsychologyfocusesonthefactorsthatinfluence‘self-autonomy’.”(Pang,2001:
78).Yuwensenwroteinhisessaythat“traditionalteachingapproachoveremphasizedtheimportanceofthereasonfactorlikedefinition,estimation,consequence,andlogicalrecognition,butneglectedtheexistenceofthenon-reasonfactorslikesensibility,volition,inspiration,needsandinformation.Theoldthinkingledtotheseparationofthewillandthepersonality,sothatitwasbadforthebuildingoflearners’principalpart.”(Yu,2001:
33)
Inrecentyears,theNewCurriculumStandardshasbeenmadeout.Itbringsaboutelementaryeducationalrevolutionary.Itcontradictstotheoldtraditionalthinkingbutemphasizestheeducationforall-rounddevelopment.Also,itputsforwardnewrequirementsforEnglishteachinginmiddleschools.Teachersarenolongerthehostoftheknowledgebutthestudents(hereinafterwecallthestudentsthelearners);theknowledgeisnotjustgivenbytheteachersanymore,italsoneedstobediscoveredbythelearners.Onlywhenthelearnershavedevelopedtheirabilitiescantheydowellintheirfuturelearning,especiallyinthe“self-taught”learning.Theyarenolongerdullboysanddullgirls;theybecomemoreenthusiasticandwillfinditinterestingtolearn.However,aftertheteacherlosetheircentralrole,canthelearnersstillgethighscoreandfurtherdeveloptheirskills?
Thoughitisaproblemtomakethelearnerstoadaptthe“self–autonomy”withinaveryshorttime,teacherscanhelpthemtounderstandtheimportanceofmasteringskillsfor“self–autonomy”,whichisthetoolforthefuturelearning.However,ifthelearnersthemselvescannotrealizetheirownresponsibilitiesforit,ortheyseparate“learning”fromlife,growthanddevelopment,thiskindoflearningisnotthereal“self–autonomy”.
Inthisessay,theauthortriestoencouragethelearners’senseofresponsibilityandtopromotelearnerautonomyforlearningbylettingthemconstructlearnerprofile.Theprojectisassignedtoacertainexperimentalclass.Thepurposeofwritingthisessayistryingtoshowwhether“self–autonomy”learningstrategyissuitableforthelearnersinonemiddleschoolinthecountryside,hopingtohelpthemtochangethetraditionalbeliefoflearning,makethemclearerabouttheirlearningprocessanddeveloptheabilitiesof“self-autonomy”and“self-taught”,whichpreparefortheirfuturelearning.
Chapter2TheoryonSelf-Autonomy
Thischapterprovidesissuesconcerningself-autonomytheory,includingdefinition,characteristicsandinfluencesontheattitudesofthemiddleschoollearnerstowardsit.Thefollowingwillbeadetailexplanationaboutthem.
2.1Definition
“Inwesterncountriesinearly1960’s,fosteringthelearner’sresponsibilitywasconsideredtheultimateaimofeducation.”(Wei,2002:
8)
“By1981Holec
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