初中英语课堂教学中自主学习能力培养的综合研究
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摘要
自从80年代以来,中外语言学家就开始关注自主学习的培养研究。1981年,Holec提出英语教学应该有两个目标:一是帮助学生获得语言知识和交流能力,二是帮助学生获得积极的有意识的独立的自主学习能力。然而,中国的许多英语教师更注意灌输知识,忽视学生的主体地位。结果,许多学生变得很被动,依赖教师,以及对英语学习没兴趣。
本研究的目的是帮助初中生发展自主学习能力。发展自主学习能力是素质教育的灵魂,合作学习的前提,建构性学习和个别化学习的要求,也是新课标的目标之一。
1.他们将发展独立学习能力,从而有利于终身学习;
2.他们将发展学习策略,学会如何学习;
3.促进学生个人发展;
4.促进教师发展;
5.促进生本课程的发展;
6.促进学生交流,合作能力的发展;
7.促进学生独立思考能力的发展,特别是反思能力的发展。
论文首先回顾了国内外关于自主学习的研究概况,然后讨论了影响中学生英语自主学习能力提高的因素。作者发现,在初中阶段培养学生自主学习能力的过程中,教师因素是决定性因素,深层次因素,和主要原因。因为教师不仅决定学生自主学习能力的发展,而且决定着自主学习能力的影响因素的发展。
本文通过采取转变教师角色,提高教师素质和以学习者为中心,支持自主学习的教法的综合实验研究,如词汇学习策略训练,多元评价,学案教学,合作学习等综合手段,来促进英语自主学习能力的关键要素及其关键影响因素的发展,从而促进英语自主学习能力的提高。实验证明学生的自主学习能力得到了一定的提高。
Since the 1980s, study on the cultivation of learner autonomy has been the focus of the linguistists in and out of China. In 1981,Holec put forward a view that there should be two aims for English teaching: One is to help the students acquire the language itself and the ability to communicate with others; the other is to help the students acquire the ability of autonomous learning, which refers to students’active, conscious and independent learning. However, most English teachers in junior middle school in China pay more attention to implanting knowledge, neglecting the main position of the students to some extent. As a result, some students turn out to be passive, teacher-dependent and low interests in English learning.
The purpose of the research is to help the junior middle school learners develop greater autonomy which is the soul of quality-oriented education,the premise of cooperative learning, the demand of constructive learning and individualized learning, and an important goal of new curriculum standard.
1. Students may develop their ability for independent learning, which is beneficial to life–long learning.
2. Students may develop their own inventory of learning strategies during the learning process, and learn how to learn.
3. It can promote students’personal development, including their cognitive development, emotional development, and self-growth.
4. It is beneficial to teacher’s professional development.
5. It can lead to the development of the student-based curriculum.
6. It can facilitate development of learner’s communicative, interactive, cooperative competence, and group dynamics.
7. It can improve learner’s ability to think critically, especially reflective ability.
The thesis first reviews what has been achieved in the study of AL at home and abroad, then it discusses the necessity and influencing factors on developing the autonomy of learners in junior middle school. After that, the author finds that teacher factor is the decisive factor, deep-level reason, or main reason of developing AL in junior middle school. Not only teacher determines the development of students’AL, but also teacher determines the influencing factors of AL. Then an experiment is designed to foster the students’learner autonomy in Hohhot Number 7 Junior Middle School. The author synthetically adopts changing teacher’s roles, improving teacher’s quality, and autonomy-supporting teaching approach, for example, vocabulary learning strategies training, learning plans, group cooperative inquiry, carrying out affective teaching, and multiple assessments to promote development of the key influencing factors of AL, and the key components of AL, so as to facilitate the development of AL.
The results of the experiment show that the learners achieved greater autonomy and made greater progress in their English learning during the experimental time.
本研究的目的是帮助初中生发展自主学习能力。发展自主学习能力是素质教育的灵魂,合作学习的前提,建构性学习和个别化学习的要求,也是新课标的目标之一。
1.他们将发展独立学习能力,从而有利于终身学习;
2.他们将发展学习策略,学会如何学习;
3.促进学生个人发展;
4.促进教师发展;
5.促进生本课程的发展;
6.促进学生交流,合作能力的发展;
7.促进学生独立思考能力的发展,特别是反思能力的发展。
论文首先回顾了国内外关于自主学习的研究概况,然后讨论了影响中学生英语自主学习能力提高的因素。作者发现,在初中阶段培养学生自主学习能力的过程中,教师因素是决定性因素,深层次因素,和主要原因。因为教师不仅决定学生自主学习能力的发展,而且决定着自主学习能力的影响因素的发展。
本文通过采取转变教师角色,提高教师素质和以学习者为中心,支持自主学习的教法的综合实验研究,如词汇学习策略训练,多元评价,学案教学,合作学习等综合手段,来促进英语自主学习能力的关键要素及其关键影响因素的发展,从而促进英语自主学习能力的提高。实验证明学生的自主学习能力得到了一定的提高。
Since the 1980s, study on the cultivation of learner autonomy has been the focus of the linguistists in and out of China. In 1981,Holec put forward a view that there should be two aims for English teaching: One is to help the students acquire the language itself and the ability to communicate with others; the other is to help the students acquire the ability of autonomous learning, which refers to students’active, conscious and independent learning. However, most English teachers in junior middle school in China pay more attention to implanting knowledge, neglecting the main position of the students to some extent. As a result, some students turn out to be passive, teacher-dependent and low interests in English learning.
The purpose of the research is to help the junior middle school learners develop greater autonomy which is the soul of quality-oriented education,the premise of cooperative learning, the demand of constructive learning and individualized learning, and an important goal of new curriculum standard.
1. Students may develop their ability for independent learning, which is beneficial to life–long learning.
2. Students may develop their own inventory of learning strategies during the learning process, and learn how to learn.
3. It can promote students’personal development, including their cognitive development, emotional development, and self-growth.
4. It is beneficial to teacher’s professional development.
5. It can lead to the development of the student-based curriculum.
6. It can facilitate development of learner’s communicative, interactive, cooperative competence, and group dynamics.
7. It can improve learner’s ability to think critically, especially reflective ability.
The thesis first reviews what has been achieved in the study of AL at home and abroad, then it discusses the necessity and influencing factors on developing the autonomy of learners in junior middle school. After that, the author finds that teacher factor is the decisive factor, deep-level reason, or main reason of developing AL in junior middle school. Not only teacher determines the development of students’AL, but also teacher determines the influencing factors of AL. Then an experiment is designed to foster the students’learner autonomy in Hohhot Number 7 Junior Middle School. The author synthetically adopts changing teacher’s roles, improving teacher’s quality, and autonomy-supporting teaching approach, for example, vocabulary learning strategies training, learning plans, group cooperative inquiry, carrying out affective teaching, and multiple assessments to promote development of the key influencing factors of AL, and the key components of AL, so as to facilitate the development of AL.
The results of the experiment show that the learners achieved greater autonomy and made greater progress in their English learning during the experimental time.
引文
1. Bennett. 1990. Talking and Learning in Groups. Foreign Language Teaching and Research Press.
2. Burden Williams. 2000. Psychology for language Teachers. Foreign Language Teaching and Research Press.
3. Brown H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. Foreign Language Teaching and Research Press.
4. Benson. 2005. Teaching and researching Autonomy in Language Learning. Foreign Language Teaching and Research Press.
5. Brown A. L. and J. C. Campione. Psychological Theory and The Study of Learner Autonomy. American Psychologist. 1986.
6. Bloor. 1988. Syllabus Negotiation: The Base of Learner Autonomy. Foreign Language Teaching and Research Press.
7. Bandura A. Regulation of Cognitive Processes Through Perceived Self-efficacy. Developmental Psychology. 1989.
8. Candy. 1991. Self-direction for Life-long Learning. Cambridge University Press.
9. Chamot & Rubin. 1994. A Critical Appraisal of Learner Training: Theoretical Bases and Teaching Implications. Foreign Language Teaching and Research Press.
10. Cohen.1998. Strategies in Learning and Using a Second Language. Foreign Language Teaching and Research Press.
11. Colin Campbell. 1998. Learner-based Teaching. China East normal University.
12. Dickinson L. 2000. Autonomy and Motivation: A Literature Review. Foreign Language Teaching and Research Press.
13. Doughty C. Making Input Comprehensible: Do Interactional Modifications. Review of Applied Linguistics. 1986.
14. Ellis G & Sinclair B. 1989. Learning to Learn English: A Course of Learner Training. Cambridge University Press.
15. Ellis Rod. 1994. The Study of Second Language Acquisition. Oxford University Press.
16. Holec. 1981. Autonomy and Foreign Language Learning. Cambridge University Press.
17. Hom & Murphy. Low Achiever's Performance: The Positive Impact of a Self-directed Goal. Personality and Social Psychology. 1983.
18. Jack C. Richards & Charles Lockhart. 1998. Reflective Teaching in Second Language Classroom. Foreign Language Teaching and Research Press.
19. Jane Arnold. 2000. Affect in Language Learning. Foreign Language Teaching and Research Press.
20. Jodi Crandall. 1999. Cooperative Language Learning and Affective Factors. Foreign Language Teaching and Research Press.
21. Johnson David. 1993. An Overview of Cooperative Learning. Foreign Language Teaching and Research Press.
22. Johnson D. 1995. Joining Together. Group Theory and Group Skills. Foreign Language Teaching and Research Press.
23. Kenny B. 1996. For More Autonomy. Cambridge University Press.
24. Krashen. 1981. Second Language Acquisition and Second Language Learning. Foreign Language Teaching and Research Press.
25. Lewis M. 1997. Second Language Vocabulary Acquisition. Cambridge University Press.
26. Little D. 2002. Learner Autonomy: Definitions, Issues and Problems. Cambridge University Press.
27. Littlewood. Defining and Developing Autonomy in East Asian Context. Applied Linguistics. 200l. p71-94.
28. Locke & Latham. 1995. A Theory of Goal Setting and Task Performance. Foreign Language Teaching and Research Press.
29. Naoko Aoki. 1999. Affect and the role of teachers in the development of learner autonomy. Foreign Language Teaching and Research Press.
30. O'Malley M & Chamot. 1990. Learning Strategies in SLA. Cambridge University Press.
31. Pajares. Perceived Self-efficacy in Self-regulated Learning. Theory into Practice. 2002.
32. Penny Ur, 2000. A Course in Language Teaching: Practice and Theory. Foreign Language Teaching and Research Press.
33. Richards J. C. & David Nunan. 2000. Second Language Teacher Education. Beijing Foreign Language Teaching and Research Press.
34. Rodgers. 2000. Approaches and Methods in Language Teaching. Foreign Language Teaching and Research Press.
35. Schunk D. H. Goal Setting and Self-efFcacy During Self-regulated Learning. EducationalPsychologist. 1991.
36. Valett R. E. 1997. Humanistic Education: Developing the Total Person. Foreign Language Teaching and Research Press.
37. Wang D. 1999. Metacogmitive Strategy Training in Secondary Language Classroom Teaching in China. Unpublished MA Thesis. Beijing Normal University.
38. Wells. 1981. Learning Through Interaction: The Study of Language Development. Cambridge University Press.
39. Wenden A. 1991. Learner Strategies for Learner Autonomy. Foreign Language Teaching and Research Press.
40. Wenden A. Metacognitive Knowledge and Language Learning. Applied Linguistics. 1998.
41. Willis J. A. 1999. Framework for Task-based Learning. Foreign Language Teaching and Research Press.
42. Zheng Y. 2001. Learner Training for Promoting Learner Autonomy. Unpublished MA Thesis. Beijing Normal University.
43. Zimmerman B. J. & Martinez. Student Difference in Self-regulated Learning: Relating Grade, Sex, and Giftedness to Self-efficacy and Strategy Use. Journal of Educational Psychology. 1990.
44. 邓志辉. 提高学生的自主学习能力与合作精神的实验研究.山东外语教学 2004/05.
45. 付美叶. 英语日志对提高初中生自主学习能力的作用. 山东师范大学外国语学院学报(基础英语教育) 2007/05.
46. 高吉利. 国内学习者自主研究述评. 外语界2005/06.
47. 郭茜. 利用形成性评价促进大学英语教学中学习者自主性的培养. 西安外国语学院学报 2004/02.
48. 何莲珍. 自主学习及其能力的培养. 外语教学与研究 2003/04.
49. 华维芬. 试论外语教师在自主学习模式中的定位. 外语研究 2001/03.
50. 冷兆杰. 元认知策略培训与英语自主学习能力关系探讨. 山东理工大学学报(社会科学版) 2007/05.
51. 戚宏波. 浅析东方文化背景下的学习者自主.国外外语教学 2004/01.
52. 曲文婕. 优化课堂教学模式,提高学生自主学习能力. 西安外国语学院学报 2005/03.
53. 张殿玉. 英语学习策略与自主学习. 外语教学 2005/01.
54. 周弘. 2004. 赏识你的孩子.广东科技出版社.
55. 张彦君. 通过学习者训练培养学习者自主性的实验. 外语界 2004/01.
2. Burden Williams. 2000. Psychology for language Teachers. Foreign Language Teaching and Research Press.
3. Brown H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. Foreign Language Teaching and Research Press.
4. Benson. 2005. Teaching and researching Autonomy in Language Learning. Foreign Language Teaching and Research Press.
5. Brown A. L. and J. C. Campione. Psychological Theory and The Study of Learner Autonomy. American Psychologist. 1986.
6. Bloor. 1988. Syllabus Negotiation: The Base of Learner Autonomy. Foreign Language Teaching and Research Press.
7. Bandura A. Regulation of Cognitive Processes Through Perceived Self-efficacy. Developmental Psychology. 1989.
8. Candy. 1991. Self-direction for Life-long Learning. Cambridge University Press.
9. Chamot & Rubin. 1994. A Critical Appraisal of Learner Training: Theoretical Bases and Teaching Implications. Foreign Language Teaching and Research Press.
10. Cohen.1998. Strategies in Learning and Using a Second Language. Foreign Language Teaching and Research Press.
11. Colin Campbell. 1998. Learner-based Teaching. China East normal University.
12. Dickinson L. 2000. Autonomy and Motivation: A Literature Review. Foreign Language Teaching and Research Press.
13. Doughty C. Making Input Comprehensible: Do Interactional Modifications. Review of Applied Linguistics. 1986.
14. Ellis G & Sinclair B. 1989. Learning to Learn English: A Course of Learner Training. Cambridge University Press.
15. Ellis Rod. 1994. The Study of Second Language Acquisition. Oxford University Press.
16. Holec. 1981. Autonomy and Foreign Language Learning. Cambridge University Press.
17. Hom & Murphy. Low Achiever's Performance: The Positive Impact of a Self-directed Goal. Personality and Social Psychology. 1983.
18. Jack C. Richards & Charles Lockhart. 1998. Reflective Teaching in Second Language Classroom. Foreign Language Teaching and Research Press.
19. Jane Arnold. 2000. Affect in Language Learning. Foreign Language Teaching and Research Press.
20. Jodi Crandall. 1999. Cooperative Language Learning and Affective Factors. Foreign Language Teaching and Research Press.
21. Johnson David. 1993. An Overview of Cooperative Learning. Foreign Language Teaching and Research Press.
22. Johnson D. 1995. Joining Together. Group Theory and Group Skills. Foreign Language Teaching and Research Press.
23. Kenny B. 1996. For More Autonomy. Cambridge University Press.
24. Krashen. 1981. Second Language Acquisition and Second Language Learning. Foreign Language Teaching and Research Press.
25. Lewis M. 1997. Second Language Vocabulary Acquisition. Cambridge University Press.
26. Little D. 2002. Learner Autonomy: Definitions, Issues and Problems. Cambridge University Press.
27. Littlewood. Defining and Developing Autonomy in East Asian Context. Applied Linguistics. 200l. p71-94.
28. Locke & Latham. 1995. A Theory of Goal Setting and Task Performance. Foreign Language Teaching and Research Press.
29. Naoko Aoki. 1999. Affect and the role of teachers in the development of learner autonomy. Foreign Language Teaching and Research Press.
30. O'Malley M & Chamot. 1990. Learning Strategies in SLA. Cambridge University Press.
31. Pajares. Perceived Self-efficacy in Self-regulated Learning. Theory into Practice. 2002.
32. Penny Ur, 2000. A Course in Language Teaching: Practice and Theory. Foreign Language Teaching and Research Press.
33. Richards J. C. & David Nunan. 2000. Second Language Teacher Education. Beijing Foreign Language Teaching and Research Press.
34. Rodgers. 2000. Approaches and Methods in Language Teaching. Foreign Language Teaching and Research Press.
35. Schunk D. H. Goal Setting and Self-efFcacy During Self-regulated Learning. EducationalPsychologist. 1991.
36. Valett R. E. 1997. Humanistic Education: Developing the Total Person. Foreign Language Teaching and Research Press.
37. Wang D. 1999. Metacogmitive Strategy Training in Secondary Language Classroom Teaching in China. Unpublished MA Thesis. Beijing Normal University.
38. Wells. 1981. Learning Through Interaction: The Study of Language Development. Cambridge University Press.
39. Wenden A. 1991. Learner Strategies for Learner Autonomy. Foreign Language Teaching and Research Press.
40. Wenden A. Metacognitive Knowledge and Language Learning. Applied Linguistics. 1998.
41. Willis J. A. 1999. Framework for Task-based Learning. Foreign Language Teaching and Research Press.
42. Zheng Y. 2001. Learner Training for Promoting Learner Autonomy. Unpublished MA Thesis. Beijing Normal University.
43. Zimmerman B. J. & Martinez. Student Difference in Self-regulated Learning: Relating Grade, Sex, and Giftedness to Self-efficacy and Strategy Use. Journal of Educational Psychology. 1990.
44. 邓志辉. 提高学生的自主学习能力与合作精神的实验研究.山东外语教学 2004/05.
45. 付美叶. 英语日志对提高初中生自主学习能力的作用. 山东师范大学外国语学院学报(基础英语教育) 2007/05.
46. 高吉利. 国内学习者自主研究述评. 外语界2005/06.
47. 郭茜. 利用形成性评价促进大学英语教学中学习者自主性的培养. 西安外国语学院学报 2004/02.
48. 何莲珍. 自主学习及其能力的培养. 外语教学与研究 2003/04.
49. 华维芬. 试论外语教师在自主学习模式中的定位. 外语研究 2001/03.
50. 冷兆杰. 元认知策略培训与英语自主学习能力关系探讨. 山东理工大学学报(社会科学版) 2007/05.
51. 戚宏波. 浅析东方文化背景下的学习者自主.国外外语教学 2004/01.
52. 曲文婕. 优化课堂教学模式,提高学生自主学习能力. 西安外国语学院学报 2005/03.
53. 张殿玉. 英语学习策略与自主学习. 外语教学 2005/01.
54. 周弘. 2004. 赏识你的孩子.广东科技出版社.
55. 张彦君. 通过学习者训练培养学习者自主性的实验. 外语界 2004/01.