英语教学论.docx
- 文档编号:6586158
- 上传时间:2023-01-08
- 格式:DOCX
- 页数:6
- 大小:19.32KB
英语教学论.docx
《英语教学论.docx》由会员分享,可在线阅读,更多相关《英语教学论.docx(6页珍藏版)》请在冰豆网上搜索。
英语教学论
外国语学院
英语教学理论与实践
课程结业论文
姓名:
学号:
0311120120
学院:
外语学院
专业:
班级:
B1201
Abstract
AsFrencheducationalthinkerEdgarDarfur'spointedout,“theilliteracyinthefuturearenolongerilliteratepeople,butthosewhocannotlearntolearn”.Inthemoderneraofrapiddevelopment,theultimategoalofeducationofallcountriesistodevelopcreativetalentswhohavebothstrongindependentlifelonglearningabilityandcommunicationskills.Inordertorealizethisgoal,scholarsaroundtheworldcarriedoutaseriesofexplorationsandresearches,putforwarddifferentkindsofeducationalviewpoints.Amongthem,oneofthemainmethodsforimprovingstudent’slearningabilityistoeffectivelytrainthelearners’abilityofautonomouslearning.Autonomouslearningplaysavitalroleingraduallydevelopinglearners’abilityofgettingridofstudents’dependenceonteachersandclassroomteachinginthefuture.Thepurposeofthispaperistoexplorehowtotrainthelearners’abilityofautonomouslearningandmakeitbecomeoneofthelearner’sautonomouslearningmethods.
KeyWords:
MetacognitiveStrategiesAutonomousLearningTheTrainingofMetacognitiveStrategies
TrainingofMetacognitiveStrategiesandtheDevelopingofStudents’AbilityofAutonomousLearning
CONTENTS
AbstractinEnglish-----------------------------------------------------------I
AbstractinChinese----------------------------------------------------------II
Contents----------------------------------------------------------------------III
1Introduction---------------------------------------------------------------1
2LiteratureReview--------------------------------------------------------2
2.1MetacognitiveStrategies----------------------------------------------------------3
2.2AutonomousLearning-------------------------------------------------------------4
2.3TheRelationshipBetweenAutonomousLearningandMetacognitiveStrategies-------------------------------------------------------------------------------------------------6
3TheTrainingofMetacognitiveStrategiesinClass
3.1CultivatingandImprovingStudents’MetacognitiveAwareness-------------7
3.2InstructingStudentstoMakeLearningPlanandSetLearningTargets------7
3.3HelpingStudentstoMonitorTheirLearningProcess--------------------------8
3.4EncourageStudentstoEvaluateTheirLearningPerformance----------------8
4Conclusions-----------------------------------------------------------------9
WorksCited--------------------------------------------------------------------10
TrainingofMetacognitiveStrategiesandtheDevelopingofStudents’AbilityofAutonomousLearning
1.Introduction
Thispaperaimstostatetheoverallsituationofautonomouslearningformiddleschoolstudentsandbaseontheproblemsthenputforwardsomerelevantmetacognitivestrategiessoastotrainmiddleschoolstudents'autonomouslearningability.What'smore,becauseofthefastsocialdevelopmentwearerequiredtohavelifelonglearningabilityintheinformationexplosionera,Soitisverymeaningfulforthemiddleschoolstudentstolearnthemetacognitivestrategyanditwilldevelopemiddleschoolstudents'Englishautonomouslearning,meetstheneedsofmiddleschoolstudents'developmentandstimulatestudents’learningenthusiasmsothattheycanfinishtheirlearningtaskseffectively,andatthesametimetolayasolidfoundationfortheirfuturedevelopment.
2LiteratureReview
2.1MetacognitiveStrategies
Thereareavarietyofdifferentdefinitionsofmetacognitivestrategiesgivenbydifferentlearners.Withpreviousresearchers'terminologiesanddescriptionsofmetacognitivestrategiesfromdifferentdimensions,thedefinitionsofmetacognitivestrategiesarevarious.Nevertheless,theyhavesomecommonpartsandtheyallemphasizeplanning,monitoring,andevaluatingofthelearning,becausetheyarethecorepartsofmetacognitivestrategies.Intheauthor'sopinion,metacognitivestrategiesrefertoknowingaboutone'sknowing.Itenablesacognitivegoaltobereachedandhelplearnersreasonouttherashness,blindnessandirrationalityinlearning.
Aboutitscategories,Metacognitivestrategiesmainlycontainthreedifferentaspects:
planningstrategies,monitoringstrategies,andevaluatingstrategies.Planningstrategiesrefertothearrangementofthelearningtargetsandlearningprocessbeforelearnersstarttheirlearningactivities;monitoringstrategiesindicatethataccordingtotheirlearningtargetsandplans,learnersmanageandmonitortheirlearningprocess,learningmethodsandlearningresultsconsciouslyduringtheprocessofautonomouslearning;evaluatingstrategiesrefertolearners'evaluationandintrospectionofthelearningprocessandlearningresults,andadjusttheirlearningstrategiesonthebasisofpracticallearningsituation.
2.2AutonomousLearning
Sofar,therearedifferentterminologiesofautonomouslearning,suchas"self-regulatedlearning",“activelearning",self-instruction","self-plannedlearning",“learnerautonomy,“self-directedlearning”,“self-accesslearning","independentlearning","self-direction"andsoon(quotedinXuJinfenandZhanXiaohai2004:
2).Thenwhatisautonomouslearning,thereisnoagreeddefinition.ThescholarsintheEasternorWesterngivetheirowndefinitionsandnamesinaccordancewiththeirresearch.Accordingtotheresearchtheoriesanddefinitionsofautonomouslearning,theauthorsummarizesitsfeaturesasthefollowing:
(1).Subjectivity.Intheprocessofautonomouslearning,studentsarenotforcedtoleam.Onthecontrary,theyproceedtheirlearningpositivelyandconsciously.
(2).Independence.Autonomouslearningemphasizesstudents'independenceinlearning,anditrequiresstudentstogetridoftheirdependenceonteachersandotherpeople.Theyshouldmakechoicesandplansallbythemselves.
(3).Effectiveness.Oneofthemainpurposesofautonomouslearningistooptimizestudents'learningbytakingdifferentkindsofmeasures.
(4).Relativity.Mostofthestudentsarerelativeautonomouslearnersbecausetheycannottotallygetridofthedependenceonteachers.
(5).Specialty.Autonomouslearningisagoodwaytomakeupindividualdifferences.Teachersshouldrespectstudents'individualdifferences,andtrytogivespecificinstructionstodifferentstudentssoastorealizetheirpersonalization.
(6).Reflexivity.Itmeansthatstudentsshouldrethinktheirlearningfromtheperspectivesofsettinglearningtargets,choosinglearningstrategies,monitoringlearningprocess,andevaluatinglearningresults.
(7).Experience.Learnerscangetpositiveemotionalexperiencesfromtheprocessofautonomouslearningbecauseoftheiremotionalinvolvementandsupportivepower.
(8).Democracy.Therelationshipbetweenteachersandstudentsinautonomouslearningisdemocratic,equal,andharmonious.
2.3TheRelationshipBetweenAutonomousLearningandMetacognitiveStrategies
Itisgenerallyagreedthatmetacognitivestrategieshavecloselyrelationshipwithlanguagelearning.Anditcancontributetothepromotionorimprovementoflearnerautonomy.Moreover,alargenumberofstudiescanbefoundtoexplaintherelationsbetweenmetacognitivestrategiesandlearnerautonomy.Ashavementionedabove,inOxford’s(1990)classificationoflanguagelearningstrategies,metacognitivestrategieshelplearnersregulatetheirlearningsoastoarrange,monitorandevaluatethelearningprocess.Sowecanconcludethatitiscloselyrelatedtoone’slearning.Theotherone,Holec(1981)oncealsopointsoutthattheparallelbetweentheattributesof autonomouslearnersandmetacognitivestrategiescanbeeasilyprobedintheclassicdescriptionoftheautonomouslearner.Alearner,whomakesobjectivesaboutthetask,defineslearningcontent,selectsproperlearningmethods,monitorsthelearningprocessandevaluatestheoutcomestowardtheobjectives.Aboutthistopic,anotherscholaralsomadesomeexplanations.AsCohenin1998notesthatputtingthemetacognitivestrategytogetherwithlearnerautonomygiveslearnersmoreresponsibilityfortheirownlanguagedevelopmentandinviteslearnerstoanalyzetheirownlearningneeds.Benson(2001)madeaconclusionthatagreatnumberofstudies,especiallytheliteratureorarticlesonmetacognitivestrategies,notetheidentificationoftheautonomousactionsinvolvedintheself-managementoflanguagelearning.So,fromallofthesewecanobviouslyseethattherelationbetweenmetacognitivestrategyandlearnerautonomyinthattherequirementsofautonomouslearning,suchasmanagingone’slearninggoals,makingplansbeforethelearningactions,one’sbehaviorsduringtheprogram,environmentofone’slearningandtheassessmentoflearningoutcomesafterthelearningprocessfinished.Andallofthesefitinwithorthesamewiththecentralnotionofmetacognitivestrategies.Here,theauthorwillgiveusarealmessage.Forexample,inareallearningcontext,whenlearnersdecideonthematerialstheyaregoingtotake,dotheexercisesandchecktheresults,theyareapplyingmetacognitivestrategies.Soautonomouslearninghascloselyrelationshipwiththeapplicationofmetacognitivestrategies.Conversely,metacognitivestrategies,whichinvolveplanning,monitoringandself-assessment,promotethedevelopmentofautonomouslearning.
3TheTrainingofMetacognitiveStrategiesinClass
3.1CultivatingandImprovingStudents’MetacognitiveAwareness
Atthisstage,mainlypresentingabriefintroductionaboutmetacognitivestrategiesandlearnerautonomyandexplaintotheparticipantswhyandhowtousethesestrategies.Twostepsareasfollows:
1.Explainingdefinitionsofmetacognitionandmetacogn
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 英语教学
![提示](https://static.bdocx.com/images/bang_tan.gif)