蝴蝶结发箍:学习自主性的培养

学习自主性的培养  
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【英文题名】

Fostering Learning Autonomy

【副题名】

语言课堂中的学习策略培训
Integrating Learning Strategy Training into the Language Class

【作者】

马俊明;

【导师】

吴欣;

【学位授予单位】

西南师范大学;

【学科专业名称】

外国语言学及应用语言学

【学位年度】

2005

【论文级别】

硕士

【网络出版投稿人】

西南师范大学

【网络出版投稿时间】

2005-08-18

【中文摘要】

学习的自主性是教育领域讨论的热点之一。培养和提高学生学习的自主意识和自主能力已成为教育的重要内容。文献资料表明,学习策略与学习的自主能力有着密切的关系,培养学生的学习策略是培养学生学习的自主意识和自主能力的途径之一。 与学习策略相关的文献资料反映,现有的学习策略培训绝大多数是以学习策略和学习成绩之间存在因果关系为假设,以印证两者之间的这种关系为目的,与通过策略培训培养学生的自主学习意识和自主学习能力这一根本目的不相符合。现有的培训的内容多是就某一种策略对被试进行培训。这些研究虽然有宝贵的价值,可是并不能对改善学生的学习策略、培养和提高学生学习的自主意识和自主能力起到直接的作用。学生需要相应的指导和培训,在学习的过程中改善学习策略、培养自主学习的意识和能力。国内有关语言学习策略融入常规课堂教学的研究还处在起步阶段。课堂教学中如何培养学生的学习策略,给予学生相应的指导和培训有着重要的教育意义。 本文以重庆西南师范大学2003级数学和物理两组共计56名学生为培训对象,开展了为期十二个星期的语言学习策略与英语课程相融合的培训。培训之初,采用问卷调查和访谈的方式了解学...

【英文摘要】

The term autonomy is being used more and more frequently in educational discussion. Autonomy for a learner is pedagogically recognized as an important objective. Learning strategies are presumed relevant to autonomy in learning. According to the sources available, previous research related to learning strategy training aims mainly at verifying a causal relationship between learning strategies and test achievement. Valuable as the research is, it can hardly ensure a long-term washback on learning; knowledge ...

【DOI】

CNKI:CDMD:2.2005.110703

【更新日期】

2005-10-14

【机标关键词】

学习自主性,自主意识,文献资料,了解学生,学习策略培训,培养学生,学生学习,自主能力

学习自主性的培养

Abstract

7

内容摘要

9-11

Chapter One Introduction

11-13

Chapter Two Background to the Study

13-25

    2.1 Learning Autonomy

13-18

        2.1.1 Conceptual Framework of Learning Autonomy

15-16

        2.1.2 Research into Learning Autonomy

16-18

    2.2 Language Learning Strategies

18-25

        2.2.1 Conceptual Framework of Language Learning Strategies

18-20

            2.2.1.1 Term and Definition

18-19

            2.2.1.2 Categories of Learning Strategies

19-20

        2.2.2 Previous Research into Language Learning Strategies

20-25

Chapter Three Research Design

25-30

    3.1 Research Question

25

    3.2 Overall Design

25-26

    3.3 Research Setting and Participants

26

    3.4 Instruments

26-28

    3.5 Data Collection and Analysis Procedures

28-30

Chapter Four Survey of Learners' Language Learning Strategy Use

30-37

    4.1 The Design of the Questionnaire

30-31

    4.2 Mathematics Group

31-34

    4.3 Physics Group

34-37

Chapter Five Strategy Training in the Class

37-54

    5.1 Strategy Training

37-42

        5.1.1 Options for Providing Strategy Training

37-40

        5.1.2 Frameworks of Strategy Training

40-42

    5.2 The Goal of the Strategy Training

42

    5.3 Class and Materials

42-43

    5.4 Strategy Selection

43

    5.5 Training Implementation

43-54

        5.5.1 Principles

43-44

        5.5.2 Strategy Instruction

44-54

            5.5.2.1 Metacognitive Strategies

45-48

            5.5.2.2 Cognitive Strategies

48-51

            5.5.2.3 Affective and Social Strategies

51-53

            5.5.2.4 Memory and Compensation Strategies

53-54

Chapter Six Evaluation of the Strategy Training

54-68

    6.1 Students' Responses to the Training

54-58

    6.2 The Comparison of Strategy Use

58-68

        6.2.1 Mathematics Group

58-63

        6.2.2 Physics Group

63-68

Chapter Seven Discussion and Implication

68-75

    7.1 Discussion

68-72

    7.2 Implications for Research and Instruction

72-75

References

75-84

Appendix A 学习策略调查问卷

84-86

Appendix B Diary Guidelines

86-87

Appendix C Exploring My Reading

87-88

Appendix D Pre-Training Score of Each Statement by Mathematics Group

88-89

Appendix E Pre-Training Score of Learning Strategies by the Individuals from Mathematics Group

89-90

Appendix F Pre-Training Score of Each Statement by Physics Group

90-91

Appendix G Pre-Training Score of Learning Strategies by the Individuals from Physics Group

91-92

Appendix H Post-Training Score of Each Statement by Mathematics Group

92-93

Appendix I Post-Training Score of Each Statement by Physics Group

93