英语教学论.docx

英语教学论.docx

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英语教学论

外国语学院

英语教学理论与实践

课程结业论文

姓名：

学号：

0311120120

学院：

外语学院

专业：

班级：

B1201

Abstract

AsFrencheducationalthinkerEdgarDarfur'spointedout,“theilliteracyinthefuturearenolongerilliteratepeople,butthosewhocannotlearntolearn”.Inthemoderneraofrapiddevelopment,theultimategoalofeducationofallcountriesistodevelopcreativetalentswhohavebothstrongindependentlifelonglearningabilityandcommunicationskills.Inordertorealizethisgoal,scholarsaroundtheworldcarriedoutaseriesofexplorationsandresearches,putforwarddifferentkindsofeducationalviewpoints.Amongthem,oneofthemainmethodsforimprovingstudent’slearningabilityistoeffectivelytrainthelearners’abilityofautonomouslearning.Autonomouslearningplaysavitalroleingraduallydevelopinglearners’abilityofgettingridofstudents’dependenceonteachersandclassroomteachinginthefuture.Thepurposeofthispaperistoexplorehowtotrainthelearners’abilityofautonomouslearningandmakeitbecomeoneofthelearner’sautonomouslearningmethods.

KeyWords:

MetacognitiveStrategiesAutonomousLearningTheTrainingofMetacognitiveStrategies

TrainingofMetacognitiveStrategiesandtheDevelopingofStudents’AbilityofAutonomousLearning

CONTENTS

AbstractinEnglish-----------------------------------------------------------I

AbstractinChinese----------------------------------------------------------II

Contents----------------------------------------------------------------------III

1Introduction---------------------------------------------------------------1

2LiteratureReview--------------------------------------------------------2

2.1MetacognitiveStrategies----------------------------------------------------------3

2.2AutonomousLearning-------------------------------------------------------------4

2.3TheRelationshipBetweenAutonomousLearningandMetacognitiveStrategies-------------------------------------------------------------------------------------------------6

3TheTrainingofMetacognitiveStrategiesinClass

3.1CultivatingandImprovingStudents’MetacognitiveAwareness-------------7

3.2InstructingStudentstoMakeLearningPlanandSetLearningTargets------7

3.3HelpingStudentstoMonitorTheirLearningProcess--------------------------8

3.4EncourageStudentstoEvaluateTheirLearningPerformance----------------8

4Conclusions-----------------------------------------------------------------9

WorksCited--------------------------------------------------------------------10

TrainingofMetacognitiveStrategiesandtheDevelopingofStudents’AbilityofAutonomousLearning

1.Introduction

Thispaperaimstostatetheoverallsituationofautonomouslearningformiddleschoolstudentsandbaseontheproblemsthenputforwardsomerelevantmetacognitivestrategiessoastotrainmiddleschoolstudents'autonomouslearningability.What'smore,becauseofthefastsocialdevelopmentwearerequiredtohavelifelonglearningabilityintheinformationexplosionera,Soitisverymeaningfulforthemiddleschoolstudentstolearnthemetacognitivestrategyanditwilldevelopemiddleschoolstudents'Englishautonomouslearning,meetstheneedsofmiddleschoolstudents'developmentandstimulatestudents’learningenthusiasmsothattheycanfinishtheirlearningtaskseffectively,andatthesametimetolayasolidfoundationfortheirfuturedevelopment.

2LiteratureReview

2.1MetacognitiveStrategies

Thereareavarietyofdifferentdefinitionsofmetacognitivestrategiesgivenbydifferentlearners.Withpreviousresearchers'terminologiesanddescriptionsofmetacognitivestrategiesfromdifferentdimensions,thedefinitionsofmetacognitivestrategiesarevarious.Nevertheless,theyhavesomecommonpartsandtheyallemphasizeplanning,monitoring,andevaluatingofthelearning,becausetheyarethecorepartsofmetacognitivestrategies.Intheauthor'sopinion,metacognitivestrategiesrefertoknowingaboutone'sknowing.Itenablesacognitivegoaltobereachedandhelplearnersreasonouttherashness,blindnessandirrationalityinlearning.

Aboutitscategories,Metacognitivestrategiesmainlycontainthreedifferentaspects:

planningstrategies,monitoringstrategies,andevaluatingstrategies.Planningstrategiesrefertothearrangementofthelearningtargetsandlearningprocessbeforelearnersstarttheirlearningactivities;monitoringstrategiesindicatethataccordingtotheirlearningtargetsandplans,learnersmanageandmonitortheirlearningprocess,learningmethodsandlearningresultsconsciouslyduringtheprocessofautonomouslearning;evaluatingstrategiesrefertolearners'evaluationandintrospectionofthelearningprocessandlearningresults,andadjusttheirlearningstrategiesonthebasisofpracticallearningsituation.

2.2AutonomousLearning

Sofar,therearedifferentterminologiesofautonomouslearning,suchas"self-regulatedlearning",“activelearning",self-instruction","self-plannedlearning",“learnerautonomy,“self-directedlearning”,“self-accesslearning","independentlearning","self-direction"andsoon（quotedinXuJinfenandZhanXiaohai2004:

2）.Thenwhatisautonomouslearning,thereisnoagreeddefinition.ThescholarsintheEasternorWesterngivetheirowndefinitionsandnamesinaccordancewiththeirresearch.Accordingtotheresearchtheoriesanddefinitionsofautonomouslearning,theauthorsummarizesitsfeaturesasthefollowing:

（1）.Subjectivity.Intheprocessofautonomouslearning,studentsarenotforcedtoleam.Onthecontrary,theyproceedtheirlearningpositivelyandconsciously.

（2）.Independence.Autonomouslearningemphasizesstudents'independenceinlearning,anditrequiresstudentstogetridoftheirdependenceonteachersandotherpeople.Theyshouldmakechoicesandplansallbythemselves.

（3）.Effectiveness.Oneofthemainpurposesofautonomouslearningistooptimizestudents'learningbytakingdifferentkindsofmeasures.

（4）.Relativity.Mostofthestudentsarerelativeautonomouslearnersbecausetheycannottotallygetridofthedependenceonteachers.

（5）.Specialty.Autonomouslearningisagoodwaytomakeupindividualdifferences.Teachersshouldrespectstudents'individualdifferences,andtrytogivespecificinstructionstodifferentstudentssoastorealizetheirpersonalization.

（6）.Reflexivity.Itmeansthatstudentsshouldrethinktheirlearningfromtheperspectivesofsettinglearningtargets,choosinglearningstrategies,monitoringlearningprocess,andevaluatinglearningresults.

（7）.Experience.Learnerscangetpositiveemotionalexperiencesfromtheprocessofautonomouslearningbecauseoftheiremotionalinvolvementandsupportivepower.

（8）.Democracy.Therelationshipbetweenteachersandstudentsinautonomouslearningisdemocratic,equal,andharmonious.

2.3TheRelationshipBetweenAutonomousLearningandMetacognitiveStrategies

Itisgenerallyagreedthatmetacognitivestrategieshavecloselyrelationshipwithlanguagelearning.Anditcancontributetothepromotionorimprovementoflearnerautonomy.Moreover,alargenumberofstudiescanbefoundtoexplaintherelationsbetweenmetacognitivestrategiesandlearnerautonomy.Ashavementionedabove,inOxford’s（1990）classificationoflanguagelearningstrategies,metacognitivestrategieshelplearnersregulatetheirlearningsoastoarrange,monitorandevaluatethelearningprocess.Sowecanconcludethatitiscloselyrelatedtoone’slearning.Theotherone,Holec（1981）oncealsopointsoutthattheparallelbetweentheattributesof autonomouslearnersandmetacognitivestrategiescanbeeasilyprobedintheclassicdescriptionoftheautonomouslearner.Alearner,whomakesobjectivesaboutthetask,defineslearningcontent,selectsproperlearningmethods,monitorsthelearningprocessandevaluatestheoutcomestowardtheobjectives.Aboutthistopic,anotherscholaralsomadesomeexplanations.AsCohenin1998notesthatputtingthemetacognitivestrategytogetherwithlearnerautonomygiveslearnersmoreresponsibilityfortheirownlanguagedevelopmentandinviteslearnerstoanalyzetheirownlearningneeds.Benson（2001）madeaconclusionthatagreatnumberofstudies,especiallytheliteratureorarticlesonmetacognitivestrategies,notetheidentificationoftheautonomousactionsinvolvedintheself-managementoflanguagelearning.So,fromallofthesewecanobviouslyseethattherelationbetweenmetacognitivestrategyandlearnerautonomyinthattherequirementsofautonomouslearning,suchasmanagingone’slearninggoals,makingplansbeforethelearningactions,one’sbehaviorsduringtheprogram,environmentofone’slearningandtheassessmentoflearningoutcomesafterthelearningprocessfinished.Andallofthesefitinwithorthesamewiththecentralnotionofmetacognitivestrategies.Here,theauthorwillgiveusarealmessage.Forexample,inareallearningcontext,whenlearnersdecideonthematerialstheyaregoingtotake,dotheexercisesandchecktheresults,theyareapplyingmetacognitivestrategies.Soautonomouslearninghascloselyrelationshipwiththeapplicationofmetacognitivestrategies.Conversely,metacognitivestrategies,whichinvolveplanning,monitoringandself-assessment,promotethedevelopmentofautonomouslearning.

3TheTrainingofMetacognitiveStrategiesinClass

3.1CultivatingandImprovingStudents’MetacognitiveAwareness

Atthisstage,mainlypresentingabriefintroductionaboutmetacognitivestrategiesandlearnerautonomyandexplaintotheparticipantswhyandhowtousethesestrategies.Twostepsareasfollows:

1.Explainingdefinitionsofmetacognitionandmetacogn