中学英语课堂教学中促进学生自主学习的策略.docx
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中学英语课堂教学中促进学生自主学习的策略.docx
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中学英语课堂教学中促进学生自主学习的策略
中学英语课堂教学中促进学生自主学习的策略
摘要:
传统的英语课堂教学以教师为中心、以“掌握基本知识和基本技能”为首要目标,难以帮助学生养成主动学习英语的习惯。
本文在分析当前英语课堂教学现状的基础上,倡导旨在培养学生自主学习能力的英语自主学习课堂教学模式,并提出了促进学生英语课堂自主学习的策略。
关键词:
自主学习;英语教学;动机;自我调节学习
1.Introduction
1.1Thebackgroundofautonomouslearning
ItisurgenttorecognizethedrawbacksoftraditionalEnglishteachingstylesandtomakesomereformstocultivatestudents’abilityofindependentlearning.MostEnglishteacherslaytoomuchstressongrammarandvocabularyteaching.Teacherstakeinstructionastheprincipalthingandareeagerforquicksuccessandinstantbenefitsandteachforthesakeofcollegeentranceexamination.Onthebasisofsubjectiveexperience,teachersstilldominatemostoftheclasstime,decidesthecontentstoteachandcontrolthepaceofclassinclassrooms.Ontheotherhand,thoughstudentsaretheparticipantsoflearning,theyhavelittleornoopportunitytocommunicateinEnglishwithclassmatesandexpresstheirviews,forthereasonthatclassroomteachingcentersmainlyontheclass,teacherandthetextbook.Theyjustsitthere,listeningtotheteacherandtakingnotes.Furthermore,memorizingwords,recitinggrammarandfinishingexercisesarethestudents’majortask.
ThetraditionalteachingmodeinEnglishclasswilldirectlyresultinhighmarksincollegeentranceexaminationbutlowcommunicativeabilityandimpedestudents’autonomy.ItisacommonphenomenoninourcountrythatmanystudentshavelearnedEnglishforalmosttenyears,butstilldifficulttocommunicatewithotherEnglishlearnersespeciallyforeigners.Autonomouslearninggivesusaninsightintochangingthissituation.Throughthisapproach,studentscanmakestudyplanbythemselves,chooselearningmaterialsandformtheirownlearningstyles.Autonomouslearnerscanobtainknowledgesactively,canprepareforthetaskwell.Furthermore,theycanseekforhelpfromteachersinlearningprocess.Mostimportantly,thisapproachcanmotivatestudentsinEnglishclassandregulatethemselvesinEnglishlearning.Itisessentialtostudyautonomouslearning,noticethecurrentsituationandnecessityandfindstrategiestopromoteautonomouslearninginEnglishclass.
1.2Thebriefintroductiontothisstudy
ThisthesisrestrictsthetopiconhowtopromoteautonomouslearninginChinesemiddleschoolsbyoptimizingclassroomEnglishteaching.ItaimstoapplythetheoriesofautonomouslearningtoclassroomEnglishteachinginChinesemiddleschools.AftertheanalysisoftraditionalEnglishteachingmodeswhichstillexistinthefieldoflanguageteachingandthedefects,theauthoradvocatesanewEnglishteachingpatternwhichaimsatdevelopingthestudents’abilityofautonomouslearning.Thethesisintroducesthebackground,conceptandrelevantresearches,statesbrieflythefactorsaffectingonautonomouslearninginEnglishclass,andelaboratesonfourwaystopromotestudents’autonomouslearninginEnglishclass.
1.3Thelayoutofthepaper
Fourpartsareinvolvedinthisthesis.PartOneservesasanintroductioninwhichthebackgroundofautonomouslearning,abriefintroductiontothisthesisandthelayoutofthispaperareunderdiscussion.PartTwoisLiteratureReview,whichfallsintotwoparts:
adetailedintroductiontotheconceptofAutonomousLearningandrelevantresearchathomeandabroad.PartThreeisthemainbodyofthisthesis,whichconcentratesonthepromotionofautonomouslearninginmiddleschoolEnglishclass:
factorsaffectingautonomouslearningandstrategiestopromotestudents’autnomouslearninginEnglishclass.Thelastpartisaconclusionofthispaper,includingmainfindingsofthestudy,theimplicationsandsomesuggestionsforfutureresearchofautonomouslearning.
2.Literaturereview
2.1Theconceptoftheautonomouslearning
Autonomyistheabilityforstudentstostudyentirelyontheirown.Itisnotonlyresponsibilityfortheirownlearning,buttherighttodeterminethedirectionoftheirownlearning.AsHolec―aprominentfigureinthefieldofautonomy,haddefined,autonomyis‘theabilitytotakechargeofone’sownlearning’.Autonomouslearningislearninginwhichthelearner’scapacityforautonomyisexercisedanddisplayed.Itisexhibitedinvariousmodesoflearning,characterizedbyparticularproceduresandrelationshipsbetweenlearnersandteachers,whichareself-directed.Anditisthecapacityforstudentstotakechargeoftheirownlearningandisseenasanaturalproductofthepracticeofself-directedlearning,orlearninginwhichtheobjectives,progressandevaluationoflearningaredeterminedbythelearnersthemselves.
2.2TherelevantresearchonautonomouslearninginEnglishclass
2.2.1Relevantresearchofautonomouslearningabroad
Theideaofautonomyinlanguagelearningoriginatedinthelate1960sanddrewsustenancefromthesocialandideologicalchangesofthetime.In1971,‘autonomy’firstenteredthefieldoflanguageteachingthroughtheCouncilofEurope’sModernLanguagesProject.Thenthetraditionalteachingstylehasbeenchanged.Althoughtheconceptofautonomouslearningwasputforwardinthe1980s,thehighestresearchlevelappearedinthe1990s.Manywesternresearcherspublishedbookstostudyautonomouslearning.Theygavesomevaluablesuggestionsinthefieldofteachinganddifferentdefinitionstoautonomouslearninginthisperiod.Thesedefinitionsofautonomyhavesituateditwithinthreemajorschoolsofthought:
personalcharacteristic,politicalconceptandeducationalpractices.AnexampleofviewingautonomyasaneducationalpracticecomesfromBoud(1988)whosuggeststhat,aswellasbeinganeducationalgoalautonomyisanapproachtoeducationalpractice.TwowriterswhoseeautonomyasapersonalcharacteristicareLittle(1991)andKenny(1993).Kennystatesthatautonomyisnotonlythefreedomtolearnbutalsotheopportunitytobecomeaperson.AnexampleofviewingautonomywithinapoliticalframeworkisfoundintheworkofBenson(1997)whodefinesautonomouslearningasrepresentingarecognitionoftherightsoflearnerswithineducationalsystems,andwithinthecontextofteachingEnglishasaForeignLanguage,asarecognitionoftherightsofthenon-nativespeakerinrelationtothenative-speakerwithintheglobalorderofEnglish.Otherresearchersandexperts,whoplacesthelearneratthecenteroffocus,emphasizesthatitisimportanttoidentifythecharacteristicsofanautonomouslearner.AsNunan(1997)pointsout‘itmaywellbethatthefullyautonomouslearnerisanideal,ratherthanareality’.Hearguesforthedegreesdependonfactorsliketheirpersonality,theirgoals,institutionalphilosophyandculturalcontext.Laterin1999,GardnerandMillergavetheexplanationofautonomouslearningfromtheperspectiveofindividualdifferences,politicalelementsandeducationalpractices.
2.2.2RelevantresearchofautonomouslearninginChina
Propagatedfromforeigncountries,thetheoryofautonomouslearninginChinaisnotasperfectasinthesecountries.After1990,withthefurtherdevelopmentofqualifiededucation,manyresearchersandeducatorsbegantopaymuchattentiontoautonomouslearningandresearchthistopictoimproveteachingmethods.Manyschoolrsandresearchershavepublishedarticlesinjournals.TherepresentativesareHuaweifen(2001)makesananalysisofthemajorcomponentsinconstructingaselfaccesscenterandrelatedissues;QiHongbo(2002)statesautonomouslearninginthecontextofeasternculture;XiaoGuiqing(2005)showsfivecharacteristicsofautonomouslearninginclassroominstructioninhisarticle-thecharacteristicsof‘student-centered’foreignlanguageteachingmode:
(1)studentsaretheparticipantsofclassroomactivities,andtheymustbefinishedbythestudents;
(2)studentsacquireknowledgenotinapassivepositionbutontheirowninitiative;(3)studentstrytousecooperativelearningmethods;(4)promoteandcultivatestudentsabilityofautonomouslearning;(5)emphasizeteachers’correctguidancetothestudents.Manyscholarsdoexperimentsbasedonthetheoryofautonomouslearning.Therepresentativesareasfollows:
JinLixianandWuZunmin(2004)didanexperimentontrainingindependentlearners.ThepaperusesacasestudyoftheteachingandlearningofacorseataschoolinHongKongtoshowhowstudentswereguidedtowardsautonomouslearningandactiveparticipation.ThestudyfindingsindicatethatChinesestudentsareabletolearnactivelyandcreativelywhentheteachingisadaptedtotransformtheirlearningtotheperformanceexpectedanddemonstrateshowtheymayachievethisperformance.GaoPengandZhangXuezhong(2005)carriedonateachingexperimentinordertoexplore:
(1)therelationshipbetweenautonomousclassteachingactivitiesandthedevelopmentoflearners’autonomy
(2)therelationshipbetweenautonomousclassteachingapproachandBand4examinationresults.Thepaperintroducesindetailthewholeprocessofthesetwoactionresearchesandtheirresults.Theexperimentshowsthatautonomousclassteachingactivitiescannotonlydevelopthepotentialoflearners’autonomy,butalsoimprovetheirlearningefficiency.Wecanseethechangesfromtheexperimentstothepractice,fromdifferentperspectives,fromthedefinitionstothefactorswhichinfluenceautonomouslearning.Thesechangessymbolizethedevelopmentofautonomouslearningstudyfield.Chineseeducatorsandscholarsstartedasystematicresearchonthebasisoftheoriesofforeigncountries.However,Mostofthesestudiesdonotbringforwardeffectivestrategiestopromotestudents’autonomouslearning.SeriousproblemsstillexistinChineseresearchofautonomouslearning,suchas,extentanddepthoftheresearc
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- 关 键 词:
- 中学英语 课堂教学 促进 学生 自主 学习 策略