Developing Learner Autonomy to Promote Senior Students’ Reading Ability 运用自主学习理论促进中学生英语阅读能力的培养(硕士论文).doc
《Developing Learner Autonomy to Promote Senior Students’ Reading Ability 运用自主学习理论促进中学生英语阅读能力的培养(硕士论文).doc》由会员分享,可在线阅读,更多相关《Developing Learner Autonomy to Promote Senior Students’ Reading Ability 运用自主学习理论促进中学生英语阅读能力的培养(硕士论文).doc(40页珍藏版)》请在三一办公上搜索。
1、运用自主学习理论促进中学生英语阅读能力的培养Developing Learner Autonomy to Promote Senior Students Reading AbilityAbstract: Learner autonomy has been a catchword in the world of foreign language teaching and learning in the recent twenty years, especially in western context. This indicates that concern with teaching and
2、learning has shifted from the teachers teaching to the students learning. In China, Education Ministry has set the main goal of English teaching and learning as “developing the students autonomous English learning” in the New English Course Standard for the Basic Education Stage. Thus the English te
3、achers responsibility should concentrate on cultivating students ability of learning autonomy, and helping students become conscious of how to learn effectively. With teachers help, students can form appropriate learning habits, grasp adequate learning abilities by themselves and lay solid base for
4、their lifelong learning. However, the status quo of teaching and learning in China is “time-consuming with low effectiveness producing”, which results from lack of competent teachers, and relevant efficient teaching context. Many teachers teach as what was taught. New ideas arent brought forth when
5、teachers try their best to teach students under a non-productive teaching conception and in their own self-centered style. Not only students and their parents but also the teachers themselves overemphasize the results of examinations but neglect actual development in English ability on the part of s
6、tudents. In middle school, English teaching still focus on teachers teaching rather than students learning. It ignores the students individual differences and thus produces only passive learners, and ineffective teaching and learning. To better this situation, the best way available is to focus on s
7、tudents learning since the students themselves can in any case carry out all learning. This means that students should be the major concern in classroom teaching and learning and the focus of English teaching should shift from the teachers to themselves. Autonomy refers to the ability to take charge
8、 of ones own learning. Littlewood (1999) comments, “If we define autonomy in educational term as involving students capacity to use their learning independently of teachers, then autonomy would appear to be an incontrovertible goal for learners everywhere, since it is obvious that no students will h
9、ave their teachers to accompany them through life”. So language learning is a lifelong endeavor. Therefore our students autonomy should be seen as an essential goal of English teaching. Cognitive psychology deals with the study of the nature and learning of systems of knowledge, particularly those p
10、rocesses involved in thought, perception, comprehension, memory, and learning. The constructivists view involves two principles: (1) The learner, not passively receives from the environment, but actively constructs knowledge; (2) Coming to know is a process of adaptation based on and constantly modi
11、fied by a learners experience of the world. According to the above theories, we have much to gain from the understanding of learning principles. As English teachers, we should promote learner autonomy, which means transferring responsibility for aspects of the language learning process (such as sett
12、ing goals, selecting learning strategies, and evaluating process) from the teacher to the learner. Unfortunately, insightful as these considerations on learning are, few words are mentioned with regard to the ways to develop students listening, speaking, reading and writing skills, which are prescri
13、bed specially in the New English Course Standard. Nor do they mention any method with which to develop these skills of students in class and after class, which is what broad English teachers and students need badly in reality. This study investigates reading situations for senior middle school stude
14、nts in an autonomous learning context in order to use autonomous theories to promote students reading ability. This paper was done mainly in quantitative approach to test the relationship between the academic achievement and autonomous reading. Meanwhile a qualitative approach was also used, i.e., t
15、hrough literature review and questionnaire to discuss and describe the research situation of learners autonomous reading, discuss the significance of autonomous reading and the way of promoting learner autonomy in middle school English learning. The subjects included 2 classes of Senior One of the N
16、o.1 Middle School in Fugu County, Shaanxi Province. The total number of the students is 112. 56 students (30 boys, 26 girls) in Class6 were the experimental group (EG); 56 students (30 boys, 26 girls) in Class7 were the control group. The students are averaged 17 years old. They had completed three
17、years of English learning in Junior Middle School. Their English levels varied a lot. Some of the students were very good at English, but some were very poor in English. The instruments used in this study involved a pre-test and a post-test on reading. After 4-month training of autonomous learning,
18、the students achievements have been improved greatly. Finally, a list of educational implications is introduced to help students improve their reading abilities in the foreign language classroom context. These implications are an integration of the findings of the literature review and of the result
19、s of the present study. Key words: learner autonomy autonomous English reading classroom teaching middle school English study 摘要:近二十年来,自主学习一直是外语教学界的热门话题,在西方教育界教学的中心已经由关注教师的“教”转移到了学生的“学”。中国教育部在新颁布的基础教育阶段新英语课程标准中把“培养中学生自主学习英语的能力”作为英语教学的主要目标,因此教师更多的责任就是培养学生的学习自主性,教会他们如何进行有效学习,并逐步养成良好的学习习惯,掌握有效的学习策略,形成独
20、立学习的能力,为终身学习奠定良好的基础。可是,“费时低效”被视为是我国外语教学的真实写照。造成这一结果的原因有很多,但“理论研究严重滞后是我国整体外语水平难以提高的重要原因之一”(束定芳,2004:2),我国基础外语教学在很大程度上仍停留在教师凭自己的经验来实施教学需求的层次上,缺少建立在实证科学研究基础上的外语教学理论。学生、家长和教师都把重点放在终结性评价上,忽视了对学生的形成性评价。在中学大多数教师仍把重点放在教师的“教”上,而不是学生的“学”上,这种单调的教学风格满足不了学生个体不同的认知,导致了学生不能主动地进行学习,教学效果差,学习效率低。有鉴于此,西方研究者提出教师应“以学习者为
21、中心”,把培养学习者的学习责任心作为教育的最终目标,让他们学会学习,对自自己的学习负责。本文作者介绍了自主学习发展的历程,回顾了自主学习的研究基础,阐释了自主发展的核心含义,探讨了培养中学生英语学习自主能力的必要性,自主学习属于教育哲学的范畴,其主要的理论基础是认知心理学和建构主义学习理论。在自主学习理论的指导下,许多教师和学者达成了这样的共识:学校教育的目标就是培养学生独立自主的学习能力,即不仅使学生学到知识,更重要的是使他们学会如何学习。本篇论文旨在运用自主学习理论来促进高中学生英语阅读能力的培养。阅读教学一直是英语教学的一个重要部分,阅读过程其实就是学生积累语言知识的过程,是顺利进行语言
22、交际的基础,因而培养学习者的阅读自主能力是提高学习者习得效度的一个重要因素。本次研究采用的是定性和定量相结合的方法,实验前,本人利用调查问卷对陕西省府谷中学高一两个班112 名学生做了自主阅读情况调查,这两班具有代表性,因为府谷中学为省重点中学,根据学生的中考成绩,他们的水平相当,男女生比例相近,年龄相仿,调查结果显示,学生的自主学习能力和阅读情况都比较差。与此同时,作者对这两个班都进行了实验前测,结果证明他们的平均分和标准差没有显著性区别。为了尽快提高学生的英语阅读能力,作者对高一(6)班实行自主性阅读的教学方法;对于高一(7)班,仍使用传统的教学方法,四个月后,实验后测的结果显示了两个班的
- 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:
- Developing Learner Autonomy to Promote Senior Students Reading Ability 运用自主学习理论促进中学生
链接地址:https://www.31ppt.com/p-3022572.html