网络学院成人学生英语自主学习能力的调查与培养
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摘要
现代远程教育是随着现代信息技术的发展而产生的一种新型教育方式,它是构建知识经济时代人们的终身学习体系的主要手段。近几年,随着Internet在我国的日益普及,利用网络进行远程教育得到迅速发展,1999年四所大学开展远程教育试点工作,至2004年发展到68所,注册学生近250万人。远程教育在变我国沉重的人口负担为人力资源优势,在形成全民学习,终身学习型的社会,促进人的全面发展中正发挥着独特的,不可替代的作用。
网络教育的本质特征是教师和学生在时空上的分离,决定了网络教育要以学习者为中心,学习者必须实施自主学习,由此,对网络教育学习者自主学习能力的培养也日益变得迫切。本文在网络教育理论,自主学习理论和成人学习理论的指导下,通过问卷调查和访谈,对网络学院的成人学生英语自主学习的现状进行调查分析,了解网络学院成人学生基本特征:已婚在职人员,工学矛盾突出;年龄偏大,英语程度偏低;学习目的明确,工具型学习动机明显。并发现成人学生网络教育下英语自主学习的问题不少,良好的网络环境不够完善,奥鹏学习中心导学欠缺,成人学生信息素养低,丰富多彩的网络教育资源得不到利用,加上成人学生自主学习意识欠缺,英语学习方法不当,致使英语学习寸步难行。
笔者针对这些问题,对成人学生进行英语课程面授辅导,采取以下措施:加强观念引导,明确认识;加强信息素养的培训;强化语言学习策略的培训。以期培养网络学院成人学生的英语自主学习能力。
The modern distance education is a new style education mode, produced with the modern information technology development. It is the main method to construct the lifelong learning system in the knowledge economic age. In recent years, along with the Internet coming into the people's daily life, the distance education is developing rapidly. In 1999,only four universities opened the distance education. Till 2004, it has been developed to 68 universities, with registered students nearly 2500,000. The distance education has been playing an unique and not substituted role in changing the serious population burden to human resources superiority, in forming the society of lifelong learning for all, in promoting human's full scale development.
The essential character of the web-based education is the separation in space and time of the teachers and students. This determines the teaching and learning must take the learner as the center, and the learner must implement self-regulated learning. Therefore, the training of the ability of self-regulated learning becomes more and more urgency. For this purpose, with the guidance of the theory of web-based education, self-regulated learning and adult learning, by questionnaire and interview, the author finds the basic characteristics of adult students: Married serving staff have contradictions between work and learning ; Their level of English is low and they are old; They have a clear English learning purpose and obvious motivation with profit. The author sums up some problems about adult students' self-regulated learning English in the web-based education environment, such as: not good enough network environment, lack of leading of Open Learning Center, adult students' low ability of searching information and lack of awareness of self-regulated learning, bad ways of English learning .These result in failure of their English learning.
According to these problems, the author gives the adult students face to face counseling, to adopt the following measures: making them understand the meaning of web-based education and self-regulated learning by instruction; improving ability of using information technology by practice; improving ability of using language learning strategies by practice. In order to make the adult students use proficiently the resources on network and grasp language learning strategies. The author expects to improve the ability of adult students' self-regulated learning English in the web-based education environment.
网络教育的本质特征是教师和学生在时空上的分离,决定了网络教育要以学习者为中心,学习者必须实施自主学习,由此,对网络教育学习者自主学习能力的培养也日益变得迫切。本文在网络教育理论,自主学习理论和成人学习理论的指导下,通过问卷调查和访谈,对网络学院的成人学生英语自主学习的现状进行调查分析,了解网络学院成人学生基本特征:已婚在职人员,工学矛盾突出;年龄偏大,英语程度偏低;学习目的明确,工具型学习动机明显。并发现成人学生网络教育下英语自主学习的问题不少,良好的网络环境不够完善,奥鹏学习中心导学欠缺,成人学生信息素养低,丰富多彩的网络教育资源得不到利用,加上成人学生自主学习意识欠缺,英语学习方法不当,致使英语学习寸步难行。
笔者针对这些问题,对成人学生进行英语课程面授辅导,采取以下措施:加强观念引导,明确认识;加强信息素养的培训;强化语言学习策略的培训。以期培养网络学院成人学生的英语自主学习能力。
The modern distance education is a new style education mode, produced with the modern information technology development. It is the main method to construct the lifelong learning system in the knowledge economic age. In recent years, along with the Internet coming into the people's daily life, the distance education is developing rapidly. In 1999,only four universities opened the distance education. Till 2004, it has been developed to 68 universities, with registered students nearly 2500,000. The distance education has been playing an unique and not substituted role in changing the serious population burden to human resources superiority, in forming the society of lifelong learning for all, in promoting human's full scale development.
The essential character of the web-based education is the separation in space and time of the teachers and students. This determines the teaching and learning must take the learner as the center, and the learner must implement self-regulated learning. Therefore, the training of the ability of self-regulated learning becomes more and more urgency. For this purpose, with the guidance of the theory of web-based education, self-regulated learning and adult learning, by questionnaire and interview, the author finds the basic characteristics of adult students: Married serving staff have contradictions between work and learning ; Their level of English is low and they are old; They have a clear English learning purpose and obvious motivation with profit. The author sums up some problems about adult students' self-regulated learning English in the web-based education environment, such as: not good enough network environment, lack of leading of Open Learning Center, adult students' low ability of searching information and lack of awareness of self-regulated learning, bad ways of English learning .These result in failure of their English learning.
According to these problems, the author gives the adult students face to face counseling, to adopt the following measures: making them understand the meaning of web-based education and self-regulated learning by instruction; improving ability of using information technology by practice; improving ability of using language learning strategies by practice. In order to make the adult students use proficiently the resources on network and grasp language learning strategies. The author expects to improve the ability of adult students' self-regulated learning English in the web-based education environment.
引文
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丁新.中国远程教育发展的十大趋势和对策建议[J].中国远程教育,2003(2):4.
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黄荣怀等.基于学习策略的大学生网上学习活动设计[J].电大教育研究,2003(8).
黄荣怀,罗晓春.高校运程教育试点的实践和思考[J].中国远程教育,2001(9):41.
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国秀玮.合作学习在成人英语阅读教学中的运用[J].安庆师范学院学报(社会科学版),2005(11).
季绍斌.成人英语学习动因调查[J].成人教育2004(9):73.
贾桂珍,潘秀琴.高校成人英语语法教学刍议[J].中国成人教育,2001(4).
李轩仪.网络学院:“圈地”时代终结?[J].中国教育报,2004(10):25.
李中亮.桑代克成人学习理论及其启示[J].成人教育,2007(1).
林岚.远程开放教育中成人学生英语自主学习能力的培养[MA].南京师范大学,2005.
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庞维国.自主学习--学与教的原理与策略[M].上海:华东师范大学出版社,2003:3-4.
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隋铭才.英语教学论[M].广西:广西教育出版社,2001:87.
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王天剑.对网络辅助大学外语学习的客观评价[J].文山师范高等专科学校学报,2003(3).
王冀.网络环境下自主学习的理论与实践[MA].山东:山东师范大学,2006:13-14.
王颖.成人学生的英语阅读心理特点及相应教学对策[J].外语研究,2006,(7).
吴惠芳.成人英语学习的优势与劣势及教学对策[J].成人高教学刊,2002(4):62.
杨劲.E-Learning中自主学习型网络课程的设计[J].重庆工商大学学报(自然科学版),2004(8).
袁平.元认知与英语自主学习能力的培养[J].承德民族师专学报,2005(8):103.
张从善.教育技术讲稿[Z].山东师范大学内部讲义,2000.
张大均.教育心理学[M].北京:人民教育出版社,2003.
张美娟.成人英语学习者的群体特征与成人英语教学[J].扬州教育学院学报,2001(3).
张伟远,吴廷坚.网上学习理念两次变革的国际研究[J].中国远程教育,2006,(11).
章兼中.国外外语教学法主要流派[M].上海:华东师范大学出版社,1983:249-254.
中共中央国务院关于深化教育改革.全面推进素质教育的决定[JIOL].1999教育部网站:http://www.moe.edn.cn.
钟志贤,徐洪建.建构主义教学思想揽要[J].中国电化教育,2000(2).
Cohen,A.d.Strategies in Learning and Using a Second Language[M].Beijing:foreign Language Teaching and Research Press,2000:69-70.
Oxford,R.L.Language Learning Strategies:What every teacher should know[M].New York:Newbury House,1990.
Stevick,E.W.Success With Foreign Languages:Seven who Achieved it and What Worked for Them[M].Cambridge:Prentice-Hall International,1989:72.
阿尔文·托夫勒.第三次浪潮[M].北京:新华出版社,1966:4.
保尔朗格朗著,周南照等译.终生教育引论[M].北京:中国对外翻译出版社,1985.
朝光.学生自主与课堂互动教学-谈大学英语教学目标和教学模式[J].教育探索,2003(1).
陈建明,王松涛.新教育:为学习服务[M].北京:教育科学出版社,2002:2/72.
陈润.略论运程开放教育学生自主学习系统的激活与完善[J].中国运程教育.2002(1):27.
周影韶.论成人英语学习中的难关突破方法[J].政法学刊,2000(9).
丁新.中国远程教育发展的十大趋势和对策建议[J].中国远程教育,2003(2):4.
董守文、张华、李雁冰.成人学习论[M].东营:石油大学出版社,1994:290.
封昌权.远程教育环境下学生自主学习能力培养[J].中国电化教育,2003(3).
何虹,何艳茹.中美成人学习动机的文化背景比较[J].成人高教学刊,2004(1):58.
何克抗.从Blending Learning看教育技术理论的新发展[J].国家教育行政学院学报,2005(9).
何克抗.建构主义-革新传统教学的理论基础.教学技能与教学技术学术会议大会.特邀报告[R].香港教育传播与科技协会(HL＜AECT)主办),1997.
黄萍.WebQuea学习环境设计的调查与分析[J].开放教育研究,2005(6).
黄荣怀等.基于学习策略的大学生网上学习活动设计[J].电大教育研究,2003(8).
黄荣怀,罗晓春.高校运程教育试点的实践和思考[J].中国远程教育,2001(9):41.
黄卫平,刘军.成人英语学习特点分析及对策[J].广西经济管理干部学院学校,2004(1)82-83.
国秀玮.合作学习在成人英语阅读教学中的运用[J].安庆师范学院学报(社会科学版),2005(11).
季绍斌.成人英语学习动因调查[J].成人教育2004(9):73.
贾桂珍,潘秀琴.高校成人英语语法教学刍议[J].中国成人教育,2001(4).
李轩仪.网络学院:“圈地”时代终结?[J].中国教育报,2004(10):25.
李中亮.桑代克成人学习理论及其启示[J].成人教育,2007(1).
林岚.远程开放教育中成人学生英语自主学习能力的培养[MA].南京师范大学,2005.
刘尔明.基于网络的自主-交互英语教学模式研究[J].中国教育学刊,2004(9).
庞维国.自主学习--学与教的原理与策略[M].上海:华东师范大学出版社,2003:3-4.
施良方.学习论[M].北京:人民教育出版社,2001:168.
隋铭才.英语教学论[M].广西:广西教育出版社,2001:87.
王北生,姬忠林.成人教育概论[M].河南:河南大学出版社,1999:145.
王天剑.对网络辅助大学外语学习的客观评价[J].文山师范高等专科学校学报,2003(3).
王冀.网络环境下自主学习的理论与实践[MA].山东:山东师范大学,2006:13-14.
王颖.成人学生的英语阅读心理特点及相应教学对策[J].外语研究,2006,(7).
吴惠芳.成人英语学习的优势与劣势及教学对策[J].成人高教学刊,2002(4):62.
杨劲.E-Learning中自主学习型网络课程的设计[J].重庆工商大学学报(自然科学版),2004(8).
袁平.元认知与英语自主学习能力的培养[J].承德民族师专学报,2005(8):103.
张从善.教育技术讲稿[Z].山东师范大学内部讲义,2000.
张大均.教育心理学[M].北京:人民教育出版社,2003.
张美娟.成人英语学习者的群体特征与成人英语教学[J].扬州教育学院学报,2001(3).
张伟远,吴廷坚.网上学习理念两次变革的国际研究[J].中国远程教育,2006,(11).
章兼中.国外外语教学法主要流派[M].上海:华东师范大学出版社,1983:249-254.
中共中央国务院关于深化教育改革.全面推进素质教育的决定[JIOL].1999教育部网站:http://www.moe.edn.cn.
钟志贤,徐洪建.建构主义教学思想揽要[J].中国电化教育,2000(2).