通过教师中介作用培养学生自主学习能力的研究
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摘要
自主学习是近年来外语教育界广泛讨论的话题。我国目前对自主学习模式的讨论和研究大多是在批判传统教学模式和理念的基础上,强调学习者自主学习的重要性,研究的重点也偏向以网络教学为平台,以多媒体为中介的大学生自主学习的过程和策略,在一定程度上过分地强调了学习者的自主性,却相对忽略了对教师在课堂教学模式中,介入学生自主学习过程的必要性和重要性的论证与研究。
心理学家费厄斯坦提出中介作用理论。他认为自出生起儿童的学习就受到对他有重要意义的成年人的干预和影响。这些成年人首先是父母,其后是老师。教师作为中介者,在课堂当中为学生选择和组织在他们看来是合适的刺激,用他们认为最有利于促进学习的方式来呈现这些刺激。他们还干预学生对刺激的反应,通过向学生作出解释而引导和鼓励学生作出更为恰当的反应。
本文作者采用了行动研究的方法,在实际的教学中应用费厄斯坦的中介理论,转换教师角色,由传统的信息传递者转换为中介者,对教师在培养学生自主学习能力过程中所发挥的作用进行了研究。通过五个月的研究,从课堂观摩,观察笔记,调查问卷和访谈中得出的数据证实了该研究的假设：通过发挥教师的中介作用,可以激发学生的学习动机,引导学生掌握正确的学习策略,促进学生自主学习能力的培养。
In recent years, learner autonomy has been a buzzword in the field of foreign language education. In China, at present, most of the researches on learner autonomy focus on the importance of learner initiative, which is based on criticism over the traditional teaching theory and mode. In addition, researchers lay particular stress on the development of learner autonomy by means of network and multi-media. On the contrary, the studies on the necessity and significance of the teacher's mediation are rare.
Psychologist Feuerstein put forward the theory of mediation. He suggests that right from birth a child's learning is shaped by the intervention of significant adults. These adults, at first parents, but later teachers, select and organize stimuli that they consider most appropriate for the child, shape them and present them in the ways considered most suitable to promote learning. They also intervene in shaping the child's early attempts at responding to stimuli, directing and encouraging more appropriate responses while explaining why one response is more useful or appropriate than another.
The author of this thesis has adopted the methodology of action research, and applied Feuerstein's theory of mediation into the practical teaching practice by shifting her role from the traditional information transmitter to mediator. The researcher makes a study of the role played by the teacher during the process of fostering learner autonomy. Through the five-month study, the data collected from classroom observation, field notes, questionnaire and semi-structured interview has confirmed the hypothesis made at the beginning of the research that through the application of Feuerstein'theory of mediation the teacher can highly motivate the students to learn English, guide them to master learning strategies and promote the development of learner autonomy.
心理学家费厄斯坦提出中介作用理论。他认为自出生起儿童的学习就受到对他有重要意义的成年人的干预和影响。这些成年人首先是父母,其后是老师。教师作为中介者,在课堂当中为学生选择和组织在他们看来是合适的刺激,用他们认为最有利于促进学习的方式来呈现这些刺激。他们还干预学生对刺激的反应,通过向学生作出解释而引导和鼓励学生作出更为恰当的反应。
本文作者采用了行动研究的方法,在实际的教学中应用费厄斯坦的中介理论,转换教师角色,由传统的信息传递者转换为中介者,对教师在培养学生自主学习能力过程中所发挥的作用进行了研究。通过五个月的研究,从课堂观摩,观察笔记,调查问卷和访谈中得出的数据证实了该研究的假设：通过发挥教师的中介作用,可以激发学生的学习动机,引导学生掌握正确的学习策略,促进学生自主学习能力的培养。
In recent years, learner autonomy has been a buzzword in the field of foreign language education. In China, at present, most of the researches on learner autonomy focus on the importance of learner initiative, which is based on criticism over the traditional teaching theory and mode. In addition, researchers lay particular stress on the development of learner autonomy by means of network and multi-media. On the contrary, the studies on the necessity and significance of the teacher's mediation are rare.
Psychologist Feuerstein put forward the theory of mediation. He suggests that right from birth a child's learning is shaped by the intervention of significant adults. These adults, at first parents, but later teachers, select and organize stimuli that they consider most appropriate for the child, shape them and present them in the ways considered most suitable to promote learning. They also intervene in shaping the child's early attempts at responding to stimuli, directing and encouraging more appropriate responses while explaining why one response is more useful or appropriate than another.
The author of this thesis has adopted the methodology of action research, and applied Feuerstein's theory of mediation into the practical teaching practice by shifting her role from the traditional information transmitter to mediator. The researcher makes a study of the role played by the teacher during the process of fostering learner autonomy. Through the five-month study, the data collected from classroom observation, field notes, questionnaire and semi-structured interview has confirmed the hypothesis made at the beginning of the research that through the application of Feuerstein'theory of mediation the teacher can highly motivate the students to learn English, guide them to master learning strategies and promote the development of learner autonomy.
引文
Benson, P.,& Voller, P.1997. Autonomy and independence in language learning. London: Longman.
Benson, P.2000. Autonomy as a learners'and teachers'right. In B. Sinclair et al. (eds) Learner Autonomy, Teacher Autonomy:Future Directions. London:Longman, pp. 111-17
Benson, P.2005. Teaching and Researching Autonomy in Language Learning. Beijing: Foreign Language Teaching and Research Press.
Benson, P.,& Voller, P. (eds.) 1997. Introduction:Autonomy and Independence in Language learning. New York:Addison Wesley Long.
Boud, D.1988. Move towards autonomy. In D. Boud (ed.) Developing Student Autonomy in Learning. Second Edition. London:Kogan Page,pp.17-39.
Brown, A. L.,&J. C. Campione.1986. Psychological theory and the study of learning disabilities. American Psychologist,41 (10),1059-68.
Bruner, J. S.1960. The process of Education. Cambridge, Mass.:Harvard University Press.
Clark, R.C., Nguyen, F.,& Sweller, J.2006. Efficiency in Learning:Evidence-Based Guidelines to Manage Cognitive Load. San Francisco:Pfeiffer.
Coopersmith, S.1967. The antecedents of self-esteem. San Francisco:W. H. Freeman& Company.
Crooks, G.& Schmidt, R.1991. Motivation:"Reopening the research agenda". Language Learning41/4:469-512.
David, G.,& Lindsay, M.2002. Establishing SELF-ACCESS:from theory to practice. Shanghai Foreign Language Education Press.
Dickinson, L.1987. Self-instruction in Language Learning. Cambridge:Cambridge University.
Dickinson, L.1995 Autonomy and motivation:a literature review.'System,23 (2) 165-77.
Don Hamachek.1989. Psychology in teaching, learning, and growth. The United States: Allyn and bacon.
Ekwensi, F., Moranski, J.,& Townsend-Sweet, M.,2006. E-Learning Concepts and Techniques. Bloomsburg University of Pennsylvania's Department of Instructional Technology.
Ellis, R.2000. The study of second language acquisition. Oxford:Oxford University Press.
Feuerstein, R., P. S. Klein,& A. J. Tannenbaum.1991. Mediated Learning Experience: theoretical, psychological, and learning implications. London:Freund.
Feuerstein, R., Y. Rand, M. Hoffman,& R. Miller.1980. Instrumental Enrichment. Illinois: Scott Foresman.
Gardner, R. G.& W. E. Lambert.1972. Attitude and Motivation in Second Language Learning. Rowley, Mass.:Newbury House.
Glasersfeld, E.1989. Cognition, construction of knowledge, and teaching. Synthese,80(1), 121-140.
Hamachek, D. E.1977. Humanistic Psychology:theoretical-philosophical framework and implication for teaching. In D. J. Treffinger, J. Davis and R. E. Ripple (eds.) Handbook on Teaching Educational Psychology. New York:Academic Press.
Holec, H.1981. Autonomy and Foreign Language Learning. Oxford:Pergamon Press.
Holt, D. G,& Willard-Holt, C.2000. Lets get real-students solving authentic corporate problems. Phi Delta Kappan 82 (3).
Joan Rubin.,& Irene Thompson.2004. How to be a successful language learner. Foreign Language Teaching and Researching Press
Jones, F. R.1998. Self-instruction and success:a learner profile study, applied linguistics,19 (3):378-406
Kenny, B.1993. For More Autonomy. Systerm21(4)431-42.
Littlewood, W.1996. Autonomy:an autonomy and a framework, System,24/4:427-435.
Little, D.1990. Autonomy in Language Learning:some theoretical and practical considerations. In I.Gathercole. (Ed). Autonomy In Language Learning. London:CILT.
Mayer, R.2004. "Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction". American Psychologist 59 (1):14-19.
McDevitt, B.1997. Learner Autonomy and the Needfor Learner Training, Language Learning Journal.
Nunan, D.1993. Language Teaching Methodology. London:Prentice Hall.
Oxford, R. L.1990. Language learning strategies:What every teacher should know. Rowley, MA:Newbury House.
Reasoner, R.1982. Building Self-Esteem:a comprehensive program for schools. Palo Alto: Consulting Psychologists Press, Inc.
Richards,J.,& C. Lockhart.1994. Reflective teaching in the second language classroom. Cambridge University Press.
Richards, J. C., Platt & H. Platt.1992. Dictionary of language teaching & applied linguistics (2nd edn.). Essex:Longman.
Roger, C. R.1969. Freedom to learn. Columbuse, Ohio:Charles Merrill.
Rubin, J.1981. The study of cognitive processes in second language learning. Applied Linguistics,1,117-31.
Sheerin, S.1991. State of Art:self-access, Language Teaching,24 (3):143-57
Sheerin, S.1997. An exploration of the relationship between self-access and independent learning. In P. Bension and P. Voller (eds) Autonomy and Independence in Language Learning. LondonL Longman, pp.54-65
Tsui, A. B. M.1993. Helping teachers to conduct action research in their classrooms. In D. Freeman, with S. Cornwell (eds.). New Ways in Teachers Education. Alesandria, VA:TESOL.
Voller, P.1997. Does the teacher have a role in autonomous learning? In P. Bension and P. Voller (eds) Autonomy and Independence in Language Learning. LondonL Longman, pp. 98-113.
Vygotskii, L.S.1978. Mind in society:The development of higher mental processes. Cambridge, MA:Harvard University Press
Wang, Q.1999. Language Learning Theory. Foreign languages Department of BNU.
Wertsch, J.V.1997. Vygotsky and the formation of the mind. Cambridge.
Williams, M.,& Burden, R. L.2000. Psychology for language teachers:A social constructivist approach. Beijing, Foreign Language Teaching and Researching Press.68.
何晓东.2004.国内自主英语学习研究中的若干问题.外语界,(4)：10-14.
赖定来.2004.中学英语教师的中介作用调查,基础教育外语教学研究,(4)：58-64.
兰昌勤,曾洁.2004.对培养我国外语学习者学习自主性的思考.外语界,(4)：24-30
彭金定.2002.大学英语教学中的“学习者自主”问题研究。外语界,(3)：33
庞维国.2000.自主学习——学与教的原理和策略[M]华东师范大学出版社,2000
王笃勒.2002.英语自主学中的学习能力的培养.外语界,(5)：41
王蔷.2002.英语教师行动研究.北京：外语教学与研究出版社.
徐锦芬,李斑斑.2007.中外籍英语教师课堂中介作用调查与对比分析,外语教学与研究,39(4)：301.
杨华堂.2006.英语教师的中介作用调查.外语世界,(2)：23-34.
Benson, P.2000. Autonomy as a learners'and teachers'right. In B. Sinclair et al. (eds) Learner Autonomy, Teacher Autonomy:Future Directions. London:Longman, pp. 111-17
Benson, P.2005. Teaching and Researching Autonomy in Language Learning. Beijing: Foreign Language Teaching and Research Press.
Benson, P.,& Voller, P. (eds.) 1997. Introduction:Autonomy and Independence in Language learning. New York:Addison Wesley Long.
Boud, D.1988. Move towards autonomy. In D. Boud (ed.) Developing Student Autonomy in Learning. Second Edition. London:Kogan Page,pp.17-39.
Brown, A. L.,&J. C. Campione.1986. Psychological theory and the study of learning disabilities. American Psychologist,41 (10),1059-68.
Bruner, J. S.1960. The process of Education. Cambridge, Mass.:Harvard University Press.
Clark, R.C., Nguyen, F.,& Sweller, J.2006. Efficiency in Learning:Evidence-Based Guidelines to Manage Cognitive Load. San Francisco:Pfeiffer.
Coopersmith, S.1967. The antecedents of self-esteem. San Francisco:W. H. Freeman& Company.
Crooks, G.& Schmidt, R.1991. Motivation:"Reopening the research agenda". Language Learning41/4:469-512.
David, G.,& Lindsay, M.2002. Establishing SELF-ACCESS:from theory to practice. Shanghai Foreign Language Education Press.
Dickinson, L.1987. Self-instruction in Language Learning. Cambridge:Cambridge University.
Dickinson, L.1995 Autonomy and motivation:a literature review.'System,23 (2) 165-77.
Don Hamachek.1989. Psychology in teaching, learning, and growth. The United States: Allyn and bacon.
Ekwensi, F., Moranski, J.,& Townsend-Sweet, M.,2006. E-Learning Concepts and Techniques. Bloomsburg University of Pennsylvania's Department of Instructional Technology.
Ellis, R.2000. The study of second language acquisition. Oxford:Oxford University Press.
Feuerstein, R., P. S. Klein,& A. J. Tannenbaum.1991. Mediated Learning Experience: theoretical, psychological, and learning implications. London:Freund.
Feuerstein, R., Y. Rand, M. Hoffman,& R. Miller.1980. Instrumental Enrichment. Illinois: Scott Foresman.
Gardner, R. G.& W. E. Lambert.1972. Attitude and Motivation in Second Language Learning. Rowley, Mass.:Newbury House.
Glasersfeld, E.1989. Cognition, construction of knowledge, and teaching. Synthese,80(1), 121-140.
Hamachek, D. E.1977. Humanistic Psychology:theoretical-philosophical framework and implication for teaching. In D. J. Treffinger, J. Davis and R. E. Ripple (eds.) Handbook on Teaching Educational Psychology. New York:Academic Press.
Holec, H.1981. Autonomy and Foreign Language Learning. Oxford:Pergamon Press.
Holt, D. G,& Willard-Holt, C.2000. Lets get real-students solving authentic corporate problems. Phi Delta Kappan 82 (3).
Joan Rubin.,& Irene Thompson.2004. How to be a successful language learner. Foreign Language Teaching and Researching Press
Jones, F. R.1998. Self-instruction and success:a learner profile study, applied linguistics,19 (3):378-406
Kenny, B.1993. For More Autonomy. Systerm21(4)431-42.
Littlewood, W.1996. Autonomy:an autonomy and a framework, System,24/4:427-435.
Little, D.1990. Autonomy in Language Learning:some theoretical and practical considerations. In I.Gathercole. (Ed). Autonomy In Language Learning. London:CILT.
Mayer, R.2004. "Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction". American Psychologist 59 (1):14-19.
McDevitt, B.1997. Learner Autonomy and the Needfor Learner Training, Language Learning Journal.
Nunan, D.1993. Language Teaching Methodology. London:Prentice Hall.
Oxford, R. L.1990. Language learning strategies:What every teacher should know. Rowley, MA:Newbury House.
Reasoner, R.1982. Building Self-Esteem:a comprehensive program for schools. Palo Alto: Consulting Psychologists Press, Inc.
Richards,J.,& C. Lockhart.1994. Reflective teaching in the second language classroom. Cambridge University Press.
Richards, J. C., Platt & H. Platt.1992. Dictionary of language teaching & applied linguistics (2nd edn.). Essex:Longman.
Roger, C. R.1969. Freedom to learn. Columbuse, Ohio:Charles Merrill.
Rubin, J.1981. The study of cognitive processes in second language learning. Applied Linguistics,1,117-31.
Sheerin, S.1991. State of Art:self-access, Language Teaching,24 (3):143-57
Sheerin, S.1997. An exploration of the relationship between self-access and independent learning. In P. Bension and P. Voller (eds) Autonomy and Independence in Language Learning. LondonL Longman, pp.54-65
Tsui, A. B. M.1993. Helping teachers to conduct action research in their classrooms. In D. Freeman, with S. Cornwell (eds.). New Ways in Teachers Education. Alesandria, VA:TESOL.
Voller, P.1997. Does the teacher have a role in autonomous learning? In P. Bension and P. Voller (eds) Autonomy and Independence in Language Learning. LondonL Longman, pp. 98-113.
Vygotskii, L.S.1978. Mind in society:The development of higher mental processes. Cambridge, MA:Harvard University Press
Wang, Q.1999. Language Learning Theory. Foreign languages Department of BNU.
Wertsch, J.V.1997. Vygotsky and the formation of the mind. Cambridge.
Williams, M.,& Burden, R. L.2000. Psychology for language teachers:A social constructivist approach. Beijing, Foreign Language Teaching and Researching Press.68.
何晓东.2004.国内自主英语学习研究中的若干问题.外语界,(4)：10-14.
赖定来.2004.中学英语教师的中介作用调查,基础教育外语教学研究,(4)：58-64.
兰昌勤,曾洁.2004.对培养我国外语学习者学习自主性的思考.外语界,(4)：24-30
彭金定.2002.大学英语教学中的“学习者自主”问题研究。外语界,(3)：33
庞维国.2000.自主学习——学与教的原理和策略[M]华东师范大学出版社,2000
王笃勒.2002.英语自主学中的学习能力的培养.外语界,(5)：41
王蔷.2002.英语教师行动研究.北京：外语教学与研究出版社.
徐锦芬,李斑斑.2007.中外籍英语教师课堂中介作用调查与对比分析,外语教学与研究,39(4)：301.
杨华堂.2006.英语教师的中介作用调查.外语世界,(2)：23-34.