教师应该如何指导学生培养自主学习能力Word文档格式.docx

教师应该如何指导学生培养自主学习能力Word文档格式.docx

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1.1.1Definitionofautonomouslearning8

1.1.2Featuresofautonomouslearning8

1.1.3Currentresearchofautonomouslearningandtheeducationaltheory8

1.2TheRepositioningofTeachersandStudentsinAutonomousLearning9

1.2.1Teachersinautonomouslearning9

（1）Teachersshouldhelpstudentstosetuptheconceptoflearningautonomy9

（2）Changesofteacher'

srolesinEnglishteaching9

1.2.2Studentsinautonomouslearning10

（1）Studentsshouldhavethesenseofparticipation10

（2）Studentsshouldhavethespiritofcooperation10

ChapterⅡSpecificImplementaryMethodsOfCultivatingStudents'

AutonomousLearningAbilityInEnglish9

2.1Cultivatinglearninginterestsandintensifyinglearningmotivation12

2.2Teachingstudentstosetlearningtargetsandplan13

2.3Instructingstudentstoarrangetimereasonably14

2.4Trainingstudentstomasterautonomouslearningstrategies14

2.4.1Learningcontents--tolearnbystudentsthemselves15

2.4.2Problemsinstudy----torealizeandsolvebystudentsthemselves16

2.5Instructingstudentstodoself-evaluation16

2.5.1Trainingstudentstoevaluatetheirlearningattitude16

2.5.2Trainingstudentstoevaluatetheirlearningmethods17

Conclusion18

Bibliography20

Acknowledgement…………………………………………………………………。

HowshouldtheteachersinstructstudentstocultivateautonomouslearningabilityTeaching

China'

sMinistryofEducationissuedanewjuniorhighschoolEnglishcurriculumstandardswhichclearlystates,”Weshouldguidestudentstoadjusttheirlearningstyles,improvetheirself-learningandcooperativelearningabilitysothattheycanfosteralife-longabilitytolearn.Wemustfocusonstudents'

autonomousdevelopment,all-rounddevelopmentandsustainabledevelopment,takingstudentsasthemainbodyandadvocatingthestudent-centeredteachingmode,soastopromotethedevelopmentofstudents'

innovationabilityandpracticeability."

Especiallywiththeunceasingdevelopmentandperfectionofeducation,theemphasisonlanguageteachinghastransformedfromthelanguageknowledgeteachingintostudent-centeredskillsandabilitytraining,namelytodeveloplearners'

autonomy,soitseemstobeparticularlyimportanttocultivatestudents'

autonomy.

Autonomouslearningisaschoolofeducationwhichseeslearnersasindividualswhocanandshouldbeautonomous.Autonomouseducationhelpsstudentsdeveloptheirself-consciousness,vision,practicalityandfreedomofdiscussion.Theseattributesservetoaidthestudentsintheirindependentlearning.

Keywords:

JuniorHighSchoolEnglishTeaching，Autonomouslearning，Learningmotivation，Learningstrategies

内容摘要

我国教育部2007年颁布的初中英语新课程标准明确提出，“我们应该引导学生调整学习方式，提高他们的自主学习和合作学习的能力，使他们具有终身学习的能力；

要着眼于学生的自主发展、全面发展和可持续发展，倡导以学生为主体、以学生为中心的教学模式，促进学生的创新能力和实践能力的发展”。

尤其随着当今教育事业的不断深入发展，语言教学的重点从侧重语言知识的教学转为以学生为中心的技能和能力训练，培养学习者的自主性显得尤为重要。

自主学习是一种以人本主义心理学和认知心理学为基础的现代学习理念，它强调学生在学习中的主体性。

自主学习的主要目标是培养学生自主学习的自信和情趣，树立积极、独立思考的学习态度，提高自力、自我调适能力，形成自主学习的良好习惯和品质，促成学生的自主发展。

人本主义教学思想家罗杰斯主张以学生为中心组织教学；

认知建构理论主要是指学生在自己已有的知识结构的基础上，通过意义建构的方式获得知识的过程；

前苏联教育家维果斯基所提出的最近发展区理论实际上是对介于学习者凭借自己实力所能达到的水平（如学业成就）和经别人给予协助后所可能达到的水平作以划分，两种水平之间有一段差距即为最近发展区，把握“最近发展区”，能加速学生的自我发展。

关键词：

初中英语教学自主学习学习动机学习策略

Introduction

1.ResearchPurposes

Theaimofthisresearchistointegratethecultivationofthestudents'

learningautonomyandEnglishteachingthroughindependentstudyoftheautonomouslearningtheory,andtoexplorewaysoftrainingstudents'

self-studyabilityintheprocessofteachingsoastohelpstudentstoimprovetheirlearningstrategiesandEnglishlearningability.Atthesametime,teachersshouldproposetheirownviewsthatarerelatedtotheproblemsappearedintheprocessofteaching.

2.ResearchSignificance

Full-timecompulsoryeducationordinaryjuniormiddleschoolEnglishcurriculumstandards（2007）statesthatthekeypointofthecurriculumreformistoinitiatethelearningmodeofexperience,practice,participation,cooperationandcommunication,andtoadvocateask-basedteachingapproachsoastodevelopstudents'

integratedlanguageskills;

tomakestudentscultivateapositiveemotionattitudestowardstudy,thinkingactivelyandbeingboldinpractice;

toimprovestudents'

consciousnessofcultureandtoformautonomouslearningability.

3.Statementoftheproblems

Atpresent,thetraditionalteacher-centeredapproachisgenerallyusedinEnglishlanguageteaching,whichpaystoomuchattentiontotheaccumulationofstudents'

knowledge.Thereisimbalanceintheresearchofcultivatingstudents'

autonomouslearningabilityindifferenteras,especiallyforthemiddleschoolEnglishlanguageteaching,itisalmostablankspaceandneedtobestudiedintensively.Studentsatdifferentageshavegreatdiversityintheaspectsofmetacognitionknowledgeandmetacognitioncontrol,especiallyforthemiddleschoolstudents,theirself-controlandself-managementabilityisnotstrong.Ordinarily,theyjustreceivetheknowledgefromtheteachersmechanically,andseldomanalysesandsettletheknowledgebythemselves.Furthermore,differentcourseshavetheirowncharacteristic,thendiversifiedwaysandmeasuresshouldbeusedtocultivatestudents'

autonomouslearningability.Englishisaspecialcourse,andwemustcultivatestudents'

self-awarenessofautonomouslearning,raisetheirinterestinEnglish,andthenmakethemobtaintheabilityofself-learning.Sotheresearchofcultivatingstudents'

autonomouslearningabilityshouldbecarriedoutinstagesandsubjects,butthereareveryfewmiddleschoolteacherstodotheresearchaccordingtothepracticalsituation,suchasdifferentyearsofage,differentcourses,studentsfromdifferentplaces,anddifferentteachingenvironment,bycombiningtheprocessofdeeptheorystudyandpractice.Therearejustmoretheorystudiesdonebytheexpertsincollegesanduniversities.

Herein,theauthorcarriesouttheresearchbelowofcultivatingstudents'

autonomouslearningabilityinjuniormiddleschoolEnglishteachingfromthestandpointofinstructing:

（1What'

sthecurrentsituationaboutautonomouslearningofjuniorhighschoolstudents?

（2What'

sthemainproblemsofjuniorhighschoolstudents'

autonomouslearning?

（3Howshouldtheteachersinstructstudentstocultivateautonomouslearningability?

ChapterⅠLiteratureReview

1.1TheoreticalBasesofAutonomousLearninginEnglish

1.1.1Definitionofautonomouslearning

Behavioristpsychologiststhinkthatautonomouslearningincludesthreeparts:

self-control,self-instruction,andself-strengthening.Butmodernlearningtheoristsproposethatautonomouslearningshouldbedefinedineightdimensions:

learningmotivation,learningcontents,learningmethods,learningtime,learningprocess,learningresults,learningenvironment,andthesocialityoflearning.Ifthestudentscanmakeautonomouschoicesandcontrolthemselvesintheeightdimensions,thentheyarethoughttobeautonomous.

ZimmermaninCityUniversityofNewYork（1994）,afamousAmericanexpertofautonomouslearning,putsforwardasystematicresearchframeworkofautonomouslearning.Hethinksstudents'

studyisautonomouswhentheyareingoodconditioninallthethreeaspectsofmatacognition,motivation,andbehavior.Thatistosaythatintheaspectofmatacognition,thestudentswithautonomouslearningabilitycanplanandorganizethedifferenttasksindifferentstagesduringtheprocessoflearning,andtheycanconductself-construction,self-controlandself-evaluation;

intheaspectofmotivationtheyregardthemselvesascapable,effective,andself-controlpeopleandtheyhaveadequateconfidencetoaccomplishlearningtasks.What'

smoretheirlearningmotivationcouldbestrengthenedbyexperiencingtheefficiencyofsuccess;

intheaspectofbehaviortheycanchoose,organize,change,andinnovatetheirwaysofstudysoastoreachthemaximumlearningefficiency.

1.2TheRepositioningofTeachersandStudentsinAutonomousLearning

1.2.1Teachersinautonomouslearning

（1）Teachersshouldhelpstudentstosetuptheconceptoflearningautonomy

Inteachingindependentstudy,teachersshouldholdthepeople-orientedandstudent-centeredconcept,respectstudents'

mainbodypositionandputtheideasintotheplanningandorganizingofthedailyteachingactivities,cultivatingandimprovingstudents'

independentability.Inteachingcontentsandways,teachersshouldusedifferentandappropriatemethodstotreattheindividualdifferencessoastomakeeverystudentgettheutmostcareandprogress.

srolesinEnglishteaching

Inautonomousteachingenvironment,teachersmustchangetheirtraditionalwayofthinkingandrealizetheirdiversifiedrolesobjectively.Theyshouldhelpstudentstodevelopthefollowingabilities:

determininglearningtargets,choosinglearning

contentsandschedule,cultivatingleaningmethodsandstrategies,monitoringlearningprocessandevaluatingtheresults.

1.2.2Studentsinautonomouslearning

（1）Studentsshouldhavethesenseofparticipation

Deweyonceputforwardtheideaof"

learningbydoing"

andpeoplealwaysrecommend"

Nothingismoreimportantthanparticipation"

.Onlybypracticecanweknowwhetherwearecapableornot,understandingtheirownadvantagesanddisadvantages.Thereforeparticipationisnotonlytakingpartintheprocedureoflearningactivitiesbutalsothestandardsofinspectingourknowledge.Byparticipatingdiverseactivities,thestudentscanfeeldifferentkindsofsent