论初中生英语自主学习能力的培养毕设论文.docx
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论初中生英语自主学习能力的培养毕设论文
分类号UDC单位代码10644
密级公开学号2010031510
四川文理学院
学士学位论文
论初中生英语自主学习能力的培养
论文作者:
廖练
指导教师:
顾玉兰
学科专业:
英语
研究方向:
教学法
提交日期:
2012年5月10日
答辩日期:
2012年5月17日
学位授予:
四川文理学院
中国达州
2012年5月
SchoolofForeignLanguages
SichuanUniversityofArts&Science
CultivationofMiddleSchoolStudents’AutonomyinEnglishLearning
by
LiaoLian
AThesis
PresentedtotheSchoolofForeignLanguages
InPartialFulfillmentoftheRequirements
FortheDegreeofB.A.inEnglish
April2012
ThesisSupervisor:
GuYulan
Contents
Abstract………………………………………………………………………..………i
Acknowledgements…………………...……………………………………….……....ii
.Introduction…………………………………………………….….……………….1
II.Autonomylearning………………………………………………………………2
A.Definition………………………………………………..…………………….2
B.Characteristics………………………….……………………………………...2
1.Settinggoalsandmakingplansbeforelearning……………………...……..2
2.Monitoringtheirlearning…….………………………….……………..…2
3.Commentingandimprovingtheirlearning...............................................3
C.Theimportanceofautonomylearningability………………………………...3
1.Theneedsofsocietydevelopment………….………………………………..3
2.Themainaimofteachingreform…………………………………………....4
3.Theneedsofstudents’individualdevelopment……………………………..4
4.Therequirementsofimprovinglearningefficiency……….…..…………….5
III.Methodsofcultivatingmiddleschoolstudents'autonomylearningability…….5
A.Obstaclesoncultivatingactivities…………………………………………5
1.Students'lackofmotivationandinterestinEnglishlearning…...……...5
2.Badinfluencesonstudentsoftraditionalteaching……………………..7
3.Falsehabitsstudentshaddeveloped…………………..………………..7
B.Methodsofcultivatingmiddleschoolstudents'autonomy…………………8
1.Cultivatingstudents'learninginterest……………………………...…….8
2.OrganizingEnglishextracurricularactivities…………………………..10
3.Applyingeasyandnewteachingmethods……………………………...11
4.Developingstudents'cultureknowledge…………………..……….11
5.Releasingstudents'pressure……………………………………………13
.Conclusion……………………………………………………………………….14
Notes………….………………………………………………………………………16
Bibliography………………………………………………………………………….17
IntegrityUndertaking……………………………………………………………......18
CultivationofMiddleSchoolStudents'AutonomyinEnglishLearning
Abstract
Since1980s,withtheriseofmeta-congnition,self-autonomybecomespopularwiththepedagogues.Theautonomylearneristhepersonwhohastheabilityofsupervisingtheirlearningbehavior,settingupgoalsaccordingtotheirpracticalconditions,makingoutlearningplans,choosinglearningstrategies,monitoringlearningprocessandmakingself-assessmentandself-evaluationintime.Nowadaysmostofthestudentsarepoorautonomylearners,whichisoneofthemainobstaclesinmiddleschoolEnglishteaching.
InordertoknowwhethertheabilityofautonomylearningbenefitstomiddleschoollearnersontheirEnglishstudy,arecentexperimentprovedthatstudentsinexperimentalclassmadegreaterprogressthanthoseinthecontrolclass.ThusStudents'autonomylearningabilityisobviouslythebasicrequirementsofthelatesteducationreform.Besides,autonomylearningabilityisnotonlytherequirementsofthequalityeducation,buttheneedsofstudents'individualdevelopment.Itisbelievedthattheautonomylearningabilityhasbecomethebasicskillsoftheyounggenerationstosurviveinthefiercecompetitivesociety.
Inthispaperthewritermentionedtotallyfivemethodsofcultivatingmiddleschoolstudents’autonomylearningabilityofEnglishstudy,cultivatingstudents'interestinEnglishstudy,organizingavarietyofEnglishextracurricularactivitiesanddevelopingstudents'knowledgeofEnglishandEnglishspeakingcountriesandsoon.
Keywords:
autonomy;middleschoolstudents;cultivation;ability
Acknowledgements
Firstandforemost,Iwouldliketoexpressmyheartfeltgratitudetomysupervisor,MsGuYulanbothforherintellectualguidanceandforherwarmandconstantencouragementduringtheprocessofwritingthisthesis.Withpatienceandprudence,shelaboredthroughdraftsofthisthesisandpointedoutdefectsinmywriting.Therefore,Ioweallthemeritsinthisthesis,ifany,toher,thoughIamfullyawarethatthethesismightstillcontainsomedemeritsforwhichIbearthewholeresponsibility.
MycordialandsincerethanksgotoalltheteachersconcernedinSchoolofForeignlanguages,whoseinterestingandinformativecourseshavebenefitedmealotduringmycollegeyears.TheprofitthatIgainedfromtheirprofoundknowledge,remarkableexpertiseandintellectualingenuitywillbeofeverlastingsignificancetomyfuturelifeandcareer.
Iamalsoverygratefultomyclassmates,whohavegivenmealotofhelpandcourageduringmystayintheUniversityandthroughouttheprocessofwritingthisthesis.
Lastbutnottheleast,bigthanksgotomyfamilywhohavesharedwithmemyworries,frustrations,andmyultimatehappinessineventuallyfinishingthisthesis.
CultivationofMiddleSchoolStudents'AutonomyinEnglishLearning
.Introduction
InourtraditionalEnglishteaching,theteacherswerethecentralpart,whilethestudentsplaypassiveroles.Theteachers'chieftaskistotransferknowledgetostudentsbecausetheyactasthepossessor,thedisseminatoroftheknowledgeandthetreasurehouseofinformation.Overtime,studentsthinkthattheteachersweretheauthorityandtheyevendonotknowwhattheyshoulddowithoutteachers'help.Asaresult,thetraditionalteachingdoesn’thelpwithstudents’development,butproducesalotofstudentsofhighscorebutpoorability.
Thus,anideaoflearningandteachingcomeupasthetimesrequire.Itistheconceptionofautonomouslearningwhichwasputforwardinthe1960s.ButnotuntillrecentyearswerethenewmethodsputintopracticewhichgivesnewrequirementstoEnglishteachingandchangesthepositionofboththeteacherandthestudent.Teachersarenolongerthehostofknowledgebutthelearnersarethemainbodyoflearning.Onlywhenthestudentshavedevelopedautonomouslearningabilitiescantheydowellintheirfuturewhole-lifelearning.Thoughitisaproblemtomakethelearnersadaptautonomylearningwithinaveryshorttime,teachercanhelpthemtounderstandhowimportantatooltheautonomouslearningis.
Inthispaper,thewritermanagestoanalyzethevitalroleoftheautonomylearning,thecharacteristicsandthemethodsofcultivatingmiddleschoolstudents’autonomylearningwiththehopeofhelpingEnglishteachersandlearnerstochangetheirtraditionalbeliefinlearningandteaching.
.AutonomyLearning
A.Definition
Sincethe1860s,manywesternfamouseducatorshaveputforwardtheautonomylearningtheory.Theywerethepioneersofeducationcareer,andtheirtheoryhasplayedapivotalroleinoureducationfield.
JeanPiagetstatedthatalltruthshouldbegainedorrediscoveredbystudentsratherthansimplyhandedtothem.Holecregardedautonomyastheabilitytotakechargeofone'sownlearning.Kennystatedthatautonomyisnotonlythefreedomtolearnbutalsotheopportunitytobecomeaperson.Dickingsonheldthatautonomyisasituationinwhichthelearneriscompletelyresponsibleforallofthedecisionsconcernedwiththeirlearningandtheimplementationofthesedecisions.
ThewriterinthispaperdoesnotagreeHolecanymore,autonomylearningabilityisakindofabilitythatonecantakechargeofone'sownlearningprocessindependently,includingmakingstudygoals,beingclearaboutthestudycontent,adaptingtothelearningenvironmentandovercomingpsychologicalproblems.
B.Characteristics
1.Settinggoalsandmakingplansbeforelearning
Drawinguplearningplanscanimproveone’slearning.Basedontheirownreality,everystudentshouldhavehisownlearningobjectives,learningtoarrangeself-learningtimeandlearningtask.Besides,agoodlearningplanmakesthestudentsclinktheirlearningachievementtothegoalsoflearning,whichmakeslearningprocessaclearpurpose,soastopromotetherealizationofthetargetofthelearning.
2.Monitoringtheirlearning
Inthetraditionaleducationmode,teachersplaythechiefrole,whilestudentsacceptknowledgepassively.Butintheautonomylearningmodestudentsexploreindependentlyundertheguidanceofteachers.Studentschangefrompassiveknowledgereceiversintoactiveknowledgeobtainers,andteachingmeanshasalsobeenchangedfromthesimpleknowledgetransferringtoarousingstudents'innerlearningmotivation.
3.Commentingandimprovingtheirlearning
Constructivismpaysspecialattentiontostudents'subjectstatus,whichconfirmsthatknowledgeisscholars'subjectiveconstruction.Thatistosay,theindependentlearningdoesnotmeanteachersshoulddirectlytellstudentshowtosolvetheproblemstheyface,butprovidestudentsrelevantcluestohelpthemsolvetheproblems,makethemanalyzeandthinkaboutitinordertodeveloptheirautonomylearningability.Autonomylearningisnotakindoflearningthatrestrictedbytime,placeandmaterial,butasetoflearningmethodsallowingstudentstochoosetheirlearningtime,place,themethodsandcontentoflearningindependently,makingaplan,learningfeedbackandevaluation.Bytheway,itisdifferentfromself-learning.Self-learningisthesameasindividualenclosedlearning,whileinautonomylearning,accordingtotheirownlearningsituation,studentscanchooselearningcompanions,tolearnfromothers,makeuptheirshortcomesinamutualrelationshipofcommunicationandhelpduringthelearningprocess.Einsteinpointedoutthatitismoreimportanttoputaquestionthant