培养中学生英语自主学习的策略.docx
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培养中学生英语自主学习的策略.docx
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培养中学生英语自主学习的策略
渭南师范学院
本科毕业论文
题目:
培养中学生英语自主学习的策略
学院名称:
外国语学院
专业班级:
英语专业08级英本1班
毕业年份:
2012年6月
姓名:
学号:
080241028
指导教师:
职称:
教授
渭南师范学院教务处制
StrategiestoCultivateMiddleSchoolStudentsAutonomyinEnglishStudy
By
kongyan
AThesisPresentedtoSchoolofForeignLanguagesof
WeinanNormalUniversity
asPartialFulfillmentoftheRequirements
fortheDegreeof
BachelorofArts
May13,2012
Class:
Class1of2008
Advisor:
YangShuxia
Abstract:
Thetraditionalmodeofforeignlanguageteaching,withstudentsbeingconsideredaspassiveobjectsofreceivingknowledge,hasbeenfundamentallyteacher-centeredinChina.Thestudentsjustlistentowhatteacherstellandtheirsubjectiveinitiativecannotbegivenfullplay.However,theautonomouslearningshedslightonstudentsandbringshopestoteachersbecauseitputsstudents’originalityinthefirstplaceandaskscorrespondingteachingmethodsarecarriedouttoactivateclassroomactivities.Thethesisfirstlypresentstheimportanceandthedefinitionoftheautonomouslearning,thenmakesasurveyandanalyzesthecurrentsituationofmiddleschoolstudents’learningautonomy.Lastly,suggestionsaremadeonhowtocultivateandpromotetheawarenessofandimprovethecompetenceofstudents’autonomouslearning.Dueemphasisisputontheimprovementofclassroomteaching,theshiftofteacher’sandstudents’roleandthechangeoflearningstrategiestobetterthecurrentEnglishteachingandlearning.
Keywords:
Middleschoolstudents;English;autonomouslearning;Englishteaching
TableofContents
I.Introduction.................................................................................................................1
II.Reviewofliterature:
learningautonomy...................................................................2
III.Asurveyoflearningautonomyinmiddleschool....................................................3
A.Thestudents’habitstolearnEnglish..................................................................3
B.Thestudents’attitudetoautonomouslearning...................................................5
C.Students’extracurricularEnglishlearning...........................................................6
.Thefactorswhichhinderstudents’learningautonomy...........................................6
A.Motivation……………………………………………………………………...6
B.Attitude.................................................................................................................6
C.Learningstrategies................................................................................................8
V.Thestrategiestocultivatemiddleschoolstudentslearningautonomy…..............…9
A.Changingthebeliefsofstudents.........................................................................9
B.Teachingstudentslearningstrategies…….........................................................10
C.Usingcooperativelearning…………………………………………………….11
D.Takingadvantagesofcomputerresources…………………………………….11
VI.Conclusion………………………………………………...……………………...12
I.Introduction
AstheEnglishlanguagelearningbecomesmoreandmoreimportant,andwhatwelearnedinschoolislimitedandcannotmeettheneedofsociety;instead,whatthesocietycalledforislife-longeducation,soitisnecessarytocultivatelearners’autonomyintheprocessofforeignlanguagelearning.
Inthetraditionalclassrooms,whichregardteachersasthecoreofteachingactions,teacherspassalltheknowledgeontostudentsfrombeginningtoendandstudentsjustdowhattheteachertells.TheteachersignoretohelpstudentsdeveloptheirpotentiallearningabilityandfostertheirautonomyinEnglishteaching.
Asearlyastwothousandyearsago,ChineseancienteducationalistConfusianpointedout“Giveamanafishandyouhavefedhimfortoday.Teachamanhowtofishandyouhavefedhimforalifetime.”Especiallyinwesterncontext,theconcernwithteachingandlearninghasshiftedfromtheteachers’teachingtothestudents’learning.Someresearchersevenconsiderpromotinglearningautonomy.InChina,EducationMinistryhassetthemaingoalofEnglishteachingandlearningas“developingthestudents’autonomousEnglishlearning”(NewEnglishStandardCourseStandardfortheBasicEducationStage).Bycultivatingtheirautonomy,middleschoolstudentscanshowtheirinterests,studyskillsandenhancetheircreativity.Thereforeautonomouslearningisaneffectivewaytocultivatemiddleschoolstudents’learningabilityinschool.Traditionaleducationsystempaysattentiontomiddleschoolstudents’spoon-feeding,whichiseasytoproduce“dumbEnglish”.Inotherwords,theycangethighscoresandrememberalltheknowledgetheygainedbutcan’tputthemintopractice.So,underthenewcircumstances,itisimportantforteachersandstudentstochangetheoldwaysandtohelpstudentstomakeahabitofautonomouslearninginschool.Therefore,classroomteachingshouldbecomeaprocessduringwhichstudentsareguidedbytheteachersinconstructingknowledge,developingskills,thinkingactively,anddemonstratingpersonalcharacters.
Ⅱ.Reviewofliterature:
learningautonomy
Sincethe1970s,autonomyhasbecomepartofthemainstreamofresearchandpracticeinthefieldoflanguageeducation.Theconceptoflearningautonomyaimstoprovidelearnerswiththeabilitytotakemoreresponsibilityfortheirownlearning.Today,asalmostalllevelsofeducationalsystemdefinethegoalofeducationasdevelopinglearningautonomy,autonomouslearninghasbecomethemainstreamoftheinnovationofmiddleschoolEnglishteaching.
Itisdifficulttodefinetheconceptofautonomybecausedifferentwritershavedefinedtheconceptfromdifferentaspects,butthestudyinthisareaisongoingandthedefinitionbecomesmaturegradually.Theconceptof“autonomouslearning”stemmedfromdebatesaboutthedevelopmentoflife-longlearningskillsandthedevelopmentofindependentthinkersbothoriginatedinthe1960s.
TheearliestdefinitionsarefromHolec’sandDickson’s.Holec(1981)characterizeslearningautonomyastheabilitytotakechargeofone’sownlearning.Dickinon(1987)describes“learningautonomyasasituationinwhichthelearneristotallyresponsibleforallofthedecisionsconcernedwithhis(orher)learningandimplementationofthosedecisions.”Laterotherdefinitionscanbeseenfromthenexttwomajorschoolsofthought:
Fromapersonalcharacteristic:
Little(1990)statesthatlearningautonomyisessentiallyamatterofthelearner’spsychologicalrelationtotheprocessandcontentoflearning.Kenny(1993)takesthesituationoflearningautonomyasnotonlythefreedomtolearnbutalsotheopportunityto"becomeaperson”.
Fromapoliticalconcept:
Benson(1997)suggestslearningautonomyasarecognitionoftherightsoflearnerswithineducationalsystems;arecognitionoftherightsofthe“non-nativespeaker"inrelationtothe“native-speaker”withintheglobalorderofEnglish.
Ascanbeseenabove,definitionofautonomyinlanguagelearningisvaried.What’smore,autonomouslearningisdescribedinvarioustermsbydifferentresearchersfocusingondifferentaspects.Themostcommonareself-regulatedlearningdefinedbyZimmerman(1998)astheselfdirectiveprocessthroughwhichlearnerstransformtheirmentalabilitiesintoacademicskills.Anotherisself-directedlearningbyDickinson(1992)whoseesitas“anattitudetothelearningtask”withinwhichlearnersacceptresponsibilityfordecision-makingbutdonotnecessarilyimplementthedecisions.Otherresearchersalsodefineautonomouslearningasself-plannedlearning,self-accesslearning,self-managedlearning,elf-monitoredlearning,independentlearning,activelearningandautonomouslearningandsoon.
Ⅲ.Asurveyoflearningautonomyinmiddleschool
InordertomakeitmucheasiertomakestudentslearnEnglish,asurvey,whichisfromChengTingtinginXibeiyuanzixiao,isconductedtounderstandthesituationofEnglishautonomous,theirattitudestoEnglishautonomouslearningandsoon.
Thequestionnaireisdesignedbasedontheactualsituationoftheschoolandthestudents.Thesequestionnairesaredistributedto1300students.Thestudentsincludethreedegrees,whoaredividedintothreeparts:
good,average,bad.Studentsjustneedtoanswerthequestionswithoutwritingtheirnames.Thenumberoftheusefulquestionnairesis1200.Theanalysesoftheinvestigationareasfollows:
A.Thestudents’habitstolearnEnglish
Table1:
Options
Yes
No
Doitaftertheteachergivethetaskorinstructions
Preview
22.76%
11.38%
65.86%
Review
24.39%
7.32%
68.3%
Makealearningplan
19.51%
13.01%
73.48%
Makeanoteintheclass
46.35%
8.94%
43.09%
Positivestatementsintheclass
40.65%
11.38%
47.97%
Finishthehomeworkontime
48.78%
11.38%
39.84%
Taketheinitiativetoaskquestions
60.63%
12.60%
26.77%
ReadEnglish
15.57%
10.69%
73.75%
SpeakEnglishafterclass
15.45%
13.01%
71.54%
Usethedictionaryandothertools
42.28%
9.76%
48.00%
Analyzepapererroraftertheexamination
55.28%
6.51%
38.21%
SummarythemethodsinEnglishlearning
39.02%
30.90%
30.08%
Fromthetable1,wecaneasilyconcludethat89.44%ofstudentstakenotesinclass,butnearlyhalfofthestudentsjustdoitundertheorderofteachers.Thesamethinghappenedinansweringquestionsinclass,doinghomeworkandusingdictionaryandsoon.Weshouldpaymoreattentionandconsiderationtotheproblemsthatonly1/3studentsdopreview,reviewanddesigntheplanoftheirstudywithouttherequirementofteachers.Nearly2/3studentsh
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- 关 键 词:
- 培养 中学生 英语 自主 学习 策略