初论中生英语自主学习能力的培养毕业设计.docx

初论中生英语自主学习能力的培养毕业设计.docx

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初论中生英语自主学习能力的培养毕业设计

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