自主学习理论在中学英语教学中的应用.doc

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1、 Title英文题目在前，Times New Roman小三号加粗居中排写: A Practice of Encouraging Learner Autonomy in a Middle School题目中文题目在后,宋体小三号加粗居中排写：自主学习理论在中学英语教学中的应用Abstract小三号Times New Roman加粗字体居中Since中英文摘要内容段首空两个中文字符，正文用Times New Roman，小四号 1980s, with the rise of meta-cognition, “self-autonomy” becomes popular with the peda

2、gogues. The “self-autonomy” learners is the person who has the ability of supervising his or her learning behavior, setting up goals according to his or her practical conditions, making out studying plans, choosing learning strategies, monitoring learning process and making self-assessment and self-

3、evaluation in time. The author conducted an experiment study in view of two classes, an experimental class and a control class, in order to know that whether the project of constructing a learner profile can encourage middle-school learners self-access learning ability fostering. After a careful ana

4、lysis of the questionnaires, learner profiles they handed in and the exam results, the author found that the experimental class have made progress while compared with the control class. And the students in the experimental class had paid more attention to their learning process and were more active

5、to learn. The experiment tells us that in the middle school of the countryside, it is absolutely possible to encourage learners senses of responsibility, develop the self-access learning ability preliminarily and help them to learn effectively in their future learningKey words关键词题头英文用小四号Times New Ro

6、man, 加粗，各词条间均用分号“；”隔开：learner profiles；self-access learning ability；learning strategy摘 要小三号黑体字加粗居中20中英文摘要内容段首空两个中文字符，摘要内容小四号宋体字世纪80年代，随着元认知策略研究的兴起，自主学习开始受到广大教育者的注意。具有自主学习能力的学习者能够管理好自己的学习行为，根据自己的实际情况制定目标、学习计划、学习方式、监控学习过程以及及时进行自我评估。为了探讨在农村中学实行建立“自主学习档案”这个方案是否对于农村中学生自主学习能力的培养有积极作用，笔者在广州市花都区清布中学选取两个班级作为

7、实验班和控制班进行实证研究。经过对问卷，上交的“自主学习档案”和考试成绩结果的认真对比分析，笔者发现经过一段时间的实验后，实验班相对于控制班取得了进步。实验班的学生更注意自己的学习过程和更主动的学习。实验结果表明，在农村中学建立“自主学习档案”对于提高学习者责任感，初步促进自主学习能力并帮助他们在将来的学习当中更有效地学习是完全有可能的。关键词：题头小四号宋体，加粗，各词条间均用分号“；”隔开自主学习档案；自主学习能力；学习策略此页不设页码CONTENTS目录题头用小三号Times New Roman加粗，全部字母大写居中排写，隔行书写目录内容Chapter 1 Introduction1Ch

8、apter 2 Theory on Self- Autonomy4 2.1 Definition4 2.2 Characteristics4 1.2.1 Initiative5 1.2.2Independence.5 1.2.3 Learners Self-Choice.5 2.3 Influences on Self-Access Learners Attitudes towards Self-Access Learning in the Middle School目录中各章节题序、标题、页码用小四号Times New Roman，加粗，注意序号对齐方式.6Chapter 3 Main Fa

9、ctors to Promote Self-Access Learning and Learner Profile Establishment.8 3.1 Main Factors to Promote Self-Access Learning8 3.1.1 Changing of the Traditional Beliefs8 3.1.2 Learners Needs and Wants Analysis9 3.1.3 Self-Monitoring9 3.1.4 Assessment10 3.1.5 Teacher Support11 3.1.6 Group Support /Peer

10、Support12 3.2 Establishment of the Learner Profile and Matters about It12 3.2.1The Reason Why the Learner Profile (LP) is Set up12 3.2.2 Matters about the Learner Profile13Chapter 4 Quasi-experiment on Constructing a Learner Profile in a Middle School.15 4.1 Quasi-Experiment15 4.2 Pre-Experiment Des

11、cription.15 4.2.1 The Subjects of the Quasi-Experiment15 4.2.2 The Method16 4.2.3 Assumption17 Chapter 5 Analysis of the Statistics and Learner Profiles18 5.1 Analysis of the Two Questionnaires18 5.1.1 Analysis of Questionnaire One18 5.1.2 Analysis of Questionnaire Two.19 5.2 Analysis of the Learner

12、 Profiles the Students Handed in21 5.3 Analysis of the Results of the Final Exam of Last Term and the Mid-Term Exam of this Term22 5.3.1 Analysis of the Results of the Final Exam of the Two Classes 225.3.2 Analysis on the Results Classes .235.3.3 Comparison of the Results of the Two Exams of Each Cl

13、ass Respectively.24Chapter 6 Findings and Suggestions after the Quasi-Experiment.27 6.1 Findings276.2 Suggestions after the Quasi-Experiment.27 6.2.1 Good Language Learning Habits Fostering.27 6.2.2 Logs Taking28 6.2.3 More Task Assignations28 6.2.4 SAC (Self-Access Center) Establishment.29 Chapter

14、7 Conclusion30References.31东华理工大学毕业设计（论文） Chapter 1 IntroductionA Practice of Encouraging Learner Autonomy in a Middle School正文第一页应出现论文题目（英文），用小三号Times New Roman加粗居中排写，前空三行，后空两行Chapter 1 Introduction居中，小三号，加粗Times New RomanIn正文每段首行空四个英文字符，小四号Times New Roman正文每段首行空四个英文字符，小四号Times New Roman the tradit

15、ional teaching activity, the teacher was the central part, while the students play the passive role. The teachers task was giving the students lessons while the students was just listening to the teacher. The teacher acted as the possessor and disseminator of the knowledge, so the students considere

16、d the teacher as a learned person, a treasure house of the information, and even a walking dictionary, who can always give satisfying answers like a knowledge machine. They learnt for leanings sake. They thought that the teacher was the authority. They even didnt know what they should do without the

17、 teachers help. As a result, with the traditional teaching approach, the students became duller and duller and they learnt passively. At the same time, the Chinese traditional system, which prefers the excellent students to the poor ones, has produced a lot of students of high score but low ability,

18、 who are so fragile that they would be thrown out of the society easily. With the development of the society, capable people become more and more preferable. Cultivating excellent students with all kind of skills becomes the urgent affair in todays educational process. Then, an idea about teaching a

19、nd learning emerges as the times require. It is the “self-autonomy”. Though “the concept of autonomous learning stemmed from debates about the development of life-long learning skills and the development of independent thinkers both of which originated in the 1960s” (Gardner & Miller, 2002:6), it di

20、dnt develop very rapidly. However, with the rise of the meta-cognition in 1980s, “self-autonomy” becomes more and more popular with people of different fields. Since 1990s, foreign researchers made great progress on the fundamental problems of “self-autonomy”, such as Zimmermans views on “the essent

21、ial of self-autonomy”; Winne and Butlers “self-autonomy” learning mode; Ablard and Lipschultzs views on the relations between “marks and self-autonomy learning”; Winnes views on the “self-autonomy” skills obtaining.(Pang,2000:12-16) In fact, in ancient China, the meaning of “self-autonomy” had been

22、mentioned in XianQin. “Mencius said that”(Pang,2001:59)It means that the crucial factor for one to be a well-known man is his initiative in learning. Nowadays, many essays on “self-autonomy” come out like the bamboo shoots after a spring rain. Pang Weiguo wrote that “Self-autonomy” is “the very thin

23、g that both pedagogy and psychology focus on. Pedagogics considers self-autonomy as an important educational goal. And psychology focuses on the factors that influence self-autonomy.” (Pang, 2001:78). Yu wensen wrote in his essay that “traditional teaching approach overemphasized the importance of t

24、he reason factor like definition, estimation, consequence, and logical recognition, but neglected the existence of the non-reason factors like sensibility, volition, inspiration, needs and information. The old thinking led to the separation of the will and the personality, so that it was bad for the

25、 building of learners principal part.” (Yu, 2001:33) In recent years, the New Curriculum Standards has been made out. It brings about elementary educational revolutionary. It contradicts to the old traditional thinking but emphasizes the education for all-round development. Also, it puts forward new

26、 requirements for English teaching in middle schools. Teachers are no longer the host of the knowledge but the students (hereinafter we call the students the learners); the knowledge is not just given by the teachers any more, it also needs to be discovered by the learners. Only when the learners ha

27、ve developed their abilities can they do well in their future learning, especially in the “self-taught” learning. They are no longer dull boys and dull girls; they become more enthusiastic and will find it interesting to learn. However, after the teacher lose their central role, can the learners sti

28、ll get high score and further develop their skills? Though it is a problem to make the learners to adapt the “self autonomy” within a very short time, teachers can help them to understand the importance of mastering skills for “self autonomy”, which is the tool for the future learning. However, if t

29、he learners themselves cannot realize their own responsibilities for it, or they separate “learning” from life, growth and development, this kind of learning is not the real “self autonomy”. In this essay, the author tries to encourage the learners sense of responsibility and to promote learner auto

30、nomy for learning by letting them construct learner profile. The project is assigned to a certain experimental class. The purpose of writing this essay is trying to show whether “self autonomy” learning strategy is suitable for the learners in one middle school in the countryside, hoping to help the

31、m to change the traditional belief of learning, make them clearer about their learning process and develop the abilities of “self-autonomy” and “self-taught”, which prepare for their future learning.30东华理工大学毕业设计（论文） Chapter 2 Theory on Self-AutonomyChapter 2 Theory on Self- Autonomy居中，小三号，加粗Times Ne

32、w RomanThis chapter provides issues concerning self-autonomy theory, including definition, characteristics and influences on the attitudes of the middle school learners towards it. The following will be a detail explanation about them.2.1 Definition左对齐，四号，加粗Times New Roman“In western countries in ea

33、rly 1960s, fostering the learners responsibility was considered the ultimate aim of education.”(Wei, 2002:8) 如引用英文文献，标出作者/译者/编篡者的姓，出版年和页码，如.(Cohen, 1998:79)，如果是两位作者，则标(Gardner & Lambert, 1972:80), 如果是三人以上(含三人)，则只需写出第一作者的姓，后加et al.（斜体）, 如(Clement et al., 1978:25)。“By 1981Holec (1981:3) had defined au

34、tonomy as the ability to take charge of ones own learning. Dickinson (1987:11) accepts the definition of autonomy as a situation in which the learner is totally responsible for all of the decisions concerned with his or her learning and the implementation of those decisions. Little 1990:7 sees learn

35、er autonomy as essentially a matter of the learners psychological relation to the process and content of learning. Kenny (1993:436) states that autonomy is not only the freedom to learn but also the opportunity to become a person. Dam et al. (1990:102) defined autonomy learners as an active particip

36、ant in the social processor of classroom learning, a readiness to take charge of ones own learning.”(Gardner& Miller, 2002:6)出现大段引文时，应单独成段，前后各空一行，左右各缩进3个英文字符，Times New Roman小四号字，斜体，行间距与正文相同。 The author prefers the thinking of Holec, that “self-autonomy” is “the ability to take charge of ones own lea

37、rning.” Meanwhile the learners thinks that self-monitoring is essentially the promotion of the cognitive and meta-cognitive level. While “self-access” is probably the widely used and recognized term for an approach to encourage “self autonomy” and “Sheerin (1991:144) refers to self-access as a means

38、 of promoting learner autonomy.”(Gardner & Miller, 2002:6) The author, for these reasons, uses “self-access” throughout the essay.2.2 Characteristics Self-access learning has three characteristics: initiative, independence and learners self-choice.2.2.1 Initiative左对齐，小四号，加粗Times New Roman，应与目录相对应The

39、 sense of initiative is the very soul of the self-access learning. That “I want to learn” is the main point of this characteristic. Initiative is the learners innate power and innate need for learning, which is related to learning interest and the learners recognition towards learning. That is to sa

40、y, the learners innate need, on one hand, is shown by his or her interest. “The interest on learning is an individual psychological characteristic, which is demonstrated by their strong desire for learning knowledge. It is also the learners positive recognition tendency and emotional states towards

41、individual learning activity”. (Yu, 2004:27-28) Once they have interest in it, they will set up a goal unconsciously. Learning is no longer a burden, but a pleasing experience. They become more and more devoted in learning, and even love it. On the other hand, the innate need is shown by their recog

42、nitions towards study goal and meaning of study, from which comes the confidence and positive attitude towards learning. Fostering high learning initiative is the prerequisite of self-access learning. Moreover, they must be very confident of themselves, teachers help to develop their sense of confid

43、ence becomes a very important step to promote their sense of initiative. 2.2.2 Independence The sense of being independent is the second important characteristics of the self-access learning. If initiative shows that “I want to learn”, the feature of independence shows that “I can learn”. Independen

44、ce is one of the most important qualities of the self-access learners. The independent learners can deal with things properly; they do not only depend on their teachers, they think and do things on their own, and always try to find out which is right or wrong by themselves. They engage in discoverin

45、g the knowledge with being aware of. More over, they can analyze not only the test results but also themselves objectively. In addition, they can manage learning activity successfully. During the self-access learning, teachers should not hold monopoly but value the learners sense of being independent. As for the learners who are always dependent on the teachers, teachers should try to create as many opportunities as possible for them to decide things and help them to become a real person on their own learning.2.2.3 Learners Self-ChoiceThe third important point of self-