在高職英語教學(xué)中培養(yǎng)學(xué)生自主學(xué)習(xí)能力的研究

1、在高職英語教學(xué)中培養(yǎng)學(xué)生自主學(xué)習(xí)能力的研究在高職英語教學(xué)中培養(yǎng)學(xué)生自主學(xué)習(xí)能力的研究 在高職英語教學(xué)中培養(yǎng)學(xué)生自主學(xué)習(xí)能在高職英語教學(xué)中培養(yǎng)學(xué)生自主學(xué)習(xí)能力的研力的研究究 The Study of Developing Vocational The Study of Developing Vocational College Students Learner College Students Learner Autonomy in EFL TeachinAutonomy in EFL Teaching g 【作者】 于麗燕； 【導(dǎo)師】 生文； 【作者基本信息】 山東大學(xué)， 英語語言文學(xué)， 20

2、08， 碩士 【摘要】 自從 1981 年 Henri Holec 正式提出“學(xué)習(xí)者自主”這一概念以來,國內(nèi)外學(xué)者對(duì)其展開了大量的研究。特別是在外語教學(xué)領(lǐng)域,“學(xué)習(xí)者自主性”成為一個(gè)熱門話題。隨著人的終生教育理論的普遍關(guān)注,越來越多的外語工作者也意識(shí)到了培養(yǎng)學(xué)生自主能力的重要性。教育教學(xué)的中心漸漸的轉(zhuǎn)到學(xué)生身上來,對(duì)于學(xué)生自主能力的培養(yǎng)也在各級(jí)教學(xué)大綱和課程要求中得到了不同程度的體現(xiàn)。近些年來,隨著高職教育的飛速發(fā)展,高職教育也越來越受到人們的關(guān)注,而高職生學(xué)生普遍存在的一個(gè)問題就是英語學(xué)習(xí)自主性相對(duì)較差。本文首先從各個(gè)角度探索學(xué)習(xí)者自主性的理論背景,結(jié)合中國高職教育的現(xiàn)狀討論了怎樣培養(yǎng)高職生

3、的學(xué)習(xí)者自主,比如提高學(xué)生學(xué)習(xí)動(dòng)機(jī),培養(yǎng)語言學(xué)習(xí)策略等。對(duì)此,作者在山東商業(yè)職業(yè)技術(shù)學(xué)院的兩個(gè)班進(jìn)行了試驗(yàn),其中一個(gè)是實(shí)驗(yàn)班,另一個(gè)班是控制班,試驗(yàn)進(jìn)行了一年,試驗(yàn)工具是一份調(diào)查問卷和三份考試試卷。試驗(yàn)班的同學(xué)接受了自主學(xué)習(xí)能力的培養(yǎng)訓(xùn)練,而控制班的學(xué)生只是接受正常的英語教學(xué)。本實(shí)驗(yàn)需要驗(yàn)證的主要問題是:(1)自主學(xué)習(xí)是否可以被培養(yǎng)呢?(2)一旦學(xué)生具備了英語自主學(xué)習(xí)能力后,他們是否可以取得英語學(xué)習(xí)的進(jìn)步呢?對(duì)于調(diào)查問卷結(jié)果以及學(xué)生考試成績(jī)采用 SPSS10.0 進(jìn)行分析。試驗(yàn)結(jié)果表明學(xué)生的自主學(xué)習(xí)能力是可以被培養(yǎng)的,并且學(xué)生的自主學(xué)習(xí)能力能有效的促進(jìn)英語學(xué)習(xí),提高英語成績(jī)。本文從介紹自主學(xué)習(xí)

4、的背景和重要性入手,第一部分簡(jiǎn)要介紹了自主學(xué)習(xí)的定義和相關(guān)理論以及影響自主學(xué)習(xí)的因素。第二部分介紹了試驗(yàn)的設(shè)計(jì)、試驗(yàn)的工具、試驗(yàn)數(shù)據(jù)收集等相關(guān)知識(shí)。第三部分為試驗(yàn)結(jié)果分析。第四部分主要提供了培養(yǎng)高職生學(xué)習(xí)者自主的方法。最后一部分包括試驗(yàn)的結(jié)論,本試驗(yàn)的不足之處以及對(duì)以后相關(guān)研究的建議也在這一部分進(jìn)行了討論。 更多還原 【Abstract】 Learner autonomy has been attracting more and more attention in the field of second language teaching and learning. With peoples

5、acceptance of lifelong learning, there are also many studies to show that learning process should place importance on the role of learner. Autonomous learners should be responsible for their own learning.Nowadays, in China, with the improvement of vocational colleges, learner autonomy plays a very i

6、mportant role in these colleges. However, the vocational college students are observed to be dependent and passive in English learning, which greatly affects EFL learning and teaching. It is urgent to change the situation. Recently, training learners to be autonomous has become an important area of

7、language research. The present thesis aims at developing the vocational college students learner autonomy in EFL teaching and learning.The present study takes the form of the combination of a quantitative and qualitative study. Two parallel classes of 100 second-year non-English majors taught by the

8、 author are assigned into a control class and an experimental class. The study lasts for nearly one year. The instruments used in the experiment are a questionnaire and three test papers. The Experimental Class was trained to learn autonomously. The Control Class had the regular classes. All the dat

9、a were input into computer in a form of Excel Sheet. Statistical analysis was carried out with the help of the computer software package SPSS 10.0 for Windows.The research tries to answer the following questions:1) Can learner autonomy be cultivated?2) Can the cultivation of learner autonomy improve

10、 the students English learning achievement?The findings based on statistical analysis are:1) Learner autonomy can be cultivated. The students of Experimental class had positive attitude towards learner autonomy; they were highly motivated to learn English and they mastered some language learning str

11、ategies.2) The cultivation of learner autonomy can improve the students English learning achievement. There is significant difference in English achievement between the Experimental Class and the Control Class. This means that the development of learner autonomy is efficient.This thesis also recomme

12、nds several effective ways to develop vocational college students learner autonomy. They are: raising teachers and learners awareness of learner autonomy, fostering students motivation, developing learners language learning strategies in the classroom, cultivating group-work learning, changing the r

13、oles of teachers and students and establishing a self-access center. 更多還原 【關(guān)鍵詞】 自主學(xué)習(xí)培養(yǎng)； 英語教學(xué)； 高職學(xué)生； 【Key words】 developing learner autonomy； vocational college students； English learning and teaching； 參考文獻(xiàn)： 高職英語教學(xué)改革的制約因素及其對(duì)策 高職英語教學(xué)改革是一個(gè)系統(tǒng)工程,其目的在于提高教學(xué)質(zhì)量,為社會(huì)培養(yǎng)更多的合格人才。本文從教師、學(xué)生及學(xué)校管理體制三方面探討高職英語教學(xué)改革的制約因素并

14、提出相應(yīng)的對(duì)策。 收錄數(shù)據(jù)庫：中文科技期刊數(shù)據(jù)庫 來源：廣西教育 2010 年 第 12 期 作者：白偉峰 機(jī)構(gòu)：廣西水利電力職業(yè)技術(shù)學(xué)院 淺談高職英語教學(xué)改革與地方經(jīng)濟(jì)發(fā)展之間的關(guān)系 創(chuàng)新型國家需要高技能人才,客觀上要求高等職業(yè)院校必須提高教學(xué)質(zhì)量,教學(xué)成功是評(píng)判教學(xué)質(zhì)量的關(guān)鍵所在。本文著重從職業(yè)院校英語教學(xué)的切身體會(huì),對(duì)成功教學(xué)做初步探索。 收錄數(shù)據(jù)庫：中文科技期刊數(shù)據(jù)庫 來源：南昌教育學(xué)院學(xué)報(bào) 2010 年 第 2 期 作者：郭虹霞 機(jī)構(gòu)：廊坊師范學(xué)院外國語學(xué)院 高職英語教學(xué)與學(xué)生職業(yè)素質(zhì)的培養(yǎng) 長(zhǎng)期以來,我國教育領(lǐng)域各層次的外語教學(xué)普遍使用單一的教學(xué)內(nèi)容,教學(xué)理念、方法和手段落后,考核

15、形式單一。高職院校只有改革英語教學(xué)內(nèi)容,豐富教學(xué)方法和手段,采用多元化的考核方式,更新人才引進(jìn)觀. 收錄數(shù)據(jù)庫：中文科技期刊數(shù)據(jù)庫 來源：中國環(huán)境管理干部學(xué)院學(xué)報(bào) 2010 年 第 2 期 作者：李湘慧 機(jī)構(gòu)：中國環(huán)境管理干部學(xué)院 在高職英語教學(xué)中培養(yǎng)學(xué)生自主學(xué)習(xí)能在高職英語教學(xué)中培養(yǎng)學(xué)生自主學(xué)習(xí)能力的研力的研究究 The Study of Developing Vocational The Study of Developing Vocational College Students Learner College Students Learner AutonAutonomy in EFL

16、Teachinomy in EFL Teaching g 【作者】 于麗燕； 【導(dǎo)師】 生文； 【作者基本信息】 山東大學(xué)， 英語語言文學(xué)， 2008， 碩士 【摘要】 自從 1981 年 Henri Holec 正式提出“學(xué)習(xí)者自主”這一概念以來,國內(nèi)外學(xué)者對(duì)其展開了大量的研究。特別是在外語教學(xué)領(lǐng)域,“學(xué)習(xí)者自主性”成為一個(gè)熱門話題。隨著人的終生教育理論的普遍關(guān)注,越來越多的外語工作者也意識(shí)到了培養(yǎng)學(xué)生自主能力的重要性。教育教學(xué)的中心漸漸的轉(zhuǎn)到學(xué)生身上來,對(duì)于學(xué)生自主能力的培養(yǎng)也在各級(jí)教學(xué)大綱和課程要求中得到了不同程度的體現(xiàn)。近些年來,隨著高職教育的飛速發(fā)展,高職教育也越來越受到人們的關(guān)注,

17、而高職生學(xué)生普遍存在的一個(gè)問題就是英語學(xué)習(xí)自主性相對(duì)較差。本文首先從各個(gè)角度探索學(xué)習(xí)者自主性的理論背景,結(jié)合中國高職教育的現(xiàn)狀討論了怎樣培養(yǎng)高職生的學(xué)習(xí)者自主,比如提高學(xué)生學(xué)習(xí)動(dòng)機(jī),培養(yǎng)語言學(xué)習(xí)策略等。對(duì)此,作者在山東商業(yè)職業(yè)技術(shù)學(xué)院的兩個(gè)班進(jìn)行了試驗(yàn),其中一個(gè)是實(shí)驗(yàn)班,另一個(gè)班是控制班,試驗(yàn)進(jìn)行了一年,試驗(yàn)工具是一份調(diào)查問卷和三份考試試卷。試驗(yàn)班的同學(xué)接受了自主學(xué)習(xí)能力的培養(yǎng)訓(xùn)練,而控制班的學(xué)生只是接受正常的英語教學(xué)。本實(shí)驗(yàn)需要驗(yàn)證的主要問題是:(1)自主學(xué)習(xí)是否可以被培養(yǎng)呢?(2)一旦學(xué)生具備了英語自主學(xué)習(xí)能力后,他們是否可以取得英語學(xué)習(xí)的進(jìn)步呢?對(duì)于調(diào)查問卷結(jié)果以及學(xué)生考試成績(jī)采用 SP

18、SS10.0 進(jìn)行分析。試驗(yàn)結(jié)果表明學(xué)生的自主學(xué)習(xí)能力是可以被培養(yǎng)的,并且學(xué)生的自主學(xué)習(xí)能力能有效的促進(jìn)英語學(xué)習(xí),提高英語成績(jī)。本文從介紹自主學(xué)習(xí)的背景和重要性入手,第一部分簡(jiǎn)要介紹了自主學(xué)習(xí)的定義和相關(guān)理論以及影響自主學(xué)習(xí)的因素。第二部分介紹了試驗(yàn)的設(shè)計(jì)、試驗(yàn)的工具、試驗(yàn)數(shù)據(jù)收集等相關(guān)知識(shí)。第三部分為試驗(yàn)結(jié)果分析。第四部分主要提供了培養(yǎng)高職生學(xué)習(xí)者自主的方法。最后一部分包括試驗(yàn)的結(jié)論,本試驗(yàn)的不足之處以及對(duì)以后相關(guān)研究的建議也在這一部分進(jìn)行了討論。 更多還原 【Abstract】 Learner autonomy has been attracting more and more atten

19、tion in the field of second language teaching and learning. With peoples acceptance of lifelong learning, there are also many studies to show that learning process should place importance on the role of learner. Autonomous learners should be responsible for their own learning.Nowadays, in China, wit

20、h the improvement of vocational colleges, learner autonomy plays a very important role in these colleges. However, the vocational college students are observed to be dependent and passive in English learning, which greatly affects EFL learning and teaching. It is urgent to change the situation. Rece

21、ntly, training learners to be autonomous has become an important area of language research. The present thesis aims at developing the vocational college students learner autonomy in EFL teaching and learning.The present study takes the form of the combination of a quantitative and qualitative study.

22、 Two parallel classes of 100 second-year non-English majors taught by the author are assigned into a control class and an experimental class. The study lasts for nearly one year. The instruments used in the experiment are a questionnaire and three test papers. The Experimental Class was trained to l

23、earn autonomously. The Control Class had the regular classes. All the data were input into computer in a form of Excel Sheet. Statistical analysis was carried out with the help of the computer software package SPSS 10.0 for Windows.The research tries to answer the following questions:1) Can learner

24、autonomy be cultivated?2) Can the cultivation of learner autonomy improve the students English learning achievement?The findings based on statistical analysis are:1) Learner autonomy can be cultivated. The students of Experimental class had positive attitude towards learner autonomy; they were highl

25、y motivated to learn English and they mastered some language learning strategies.2) The cultivation of learner autonomy can improve the students English learning achievement. There is significant difference in English achievement between the Experimental Class and the Control Class. This means that the development of learner autonomy is efficient.This thesis also recommends several effective ways to develop vocational college students learner autonomy. They are: raising teachers and learners awareness of learner autonomy, fo