The Cultivation of Autonomous Learning Consciousness in English for Middle School Students 中学生英语自主学习意识的培养.doc

中学生英语自主学习意识的培养the cultivation of autonomous learning consciousness in english for middle school students摘 要传统的教学模式以教师的讲授为主，学生则被动地接受。中学生的学习是一个从依赖逐步走向独立的过程。倡导中学生“自主学习”是教学观念的一次大变革；遵循一定的实施原则，加以教师有意识的指导和帮助，传统的以教师为主体的“灌输式”教学模式将转变为以学生为主体的“自主学习”模式。自主学习并不等于孤立的个体学习，它强调学生的自主性和能动性，使学生的潜能和素质得到不断开发、拓展和完善。教育部新制定的全日制义务教育普通高级中学英语课程标准（实验稿）中的课程性质也明确提出要“发展自主学习能力”。因此，在教学过程中，教师不仅要激发和培养学生学习英语的兴趣，而且要使学生树立自信心，形成有效的学习策略，逐步培养其自主学习的意识与能力。本文共分为四部分。第一部分从理论上对自主学习及其特征进行介绍；第二部分从实践的角度说明自主学习的实施原则；第三部分重点探讨如何培养中学生的自主学习意识，包括课堂上师生角色的改变、特殊的学习环境与氛围的营造以及丰富多变的激励形式等；第四部分为结论。关键词：自主学习意识；实施原则；培养方式abstractthe traditional teaching mode is such a mode that centers on teachers teaching, while students play the role of passive accepters. however, the middle school students learning is a process that tends towards independence from dependence gradually. advocating “autonomous learning” for middle school students is a great reform of teaching concept; based on certain principles, plus the teachers intended guidance and aid, the traditionally teacher-centered inculcating pattern would change into the student-centered autonomous learning pattern. however, autonomous learning does not mean totally individual study. it emphasizes students autonomy and initiative making students potential and quality well exploited, extended and perfected continuously. the full-time compulsory general senior high school english curriculum standards (trial version), issued by the ministry of education, also proposes that english courses need to develop the students autonomous learning ability. thus, during the teaching progress, teachers should not only stimulate and cultivate the students learning interests, but also make them build up confidence and form efficient learning strategies to cultivate their autonomous learning consciousness and ability gradually.this thesis is divided into 4 parts. part 1 provides the overview of autonomous learning and its features from the theoretical angle; part 2 elaborates the autonomous learnings implementation principles from the point of practice; part 3 mainly explores the cultivation of the middle school students autonomous learning consciousness, including the role changes of both the teacher and students in class, the construction of special learning environments and atmosphere and diverse stimulation forms; the last part serves as the conclusion.key words: autonomous learning consciousness; the implementation principles; cultivation methodscontents摘 要iabstractiicontentsiii1introduction12the concept of autonomous learning and its features12.1the meaning of autonomous learning22.2the significance of autonomous learning32.3the features of autonomous learning32.3.1purposiveness32.3.2selectivity32.3.3creative spirit42.3.4self-regulation42.3.5adaptability42.3.6intercourse43the implementation principles of autonomous learning43.1the principle of interest53.2the principle of practicability53.3the principle of being the main body53.4the principle of being close to life53.5the principle of sequential organization63.6the principle of openness64ways to cultivate the middle school students autonomous learning consciousness64.1establishing the students principle position in class64.1.1changing the teachers role64.1.2changing the students role74.2necessary environment for students to fulfill autonomous learning74.2.1creating a relaxed and free psychological atmosphere for learning84.2.2creating a comfortable and independent growth environment84.3inspiring self-competence through confidence encouragement84.3.1words stimulation94.3.2expectation stimulation94.3.3emotion stimulation94.3.4objective stimulation104.3.5example stimulation105conclusion10references121 introductionto internationalize the english teaching standard for chinese education, the ministry of education in china issued the new english curriculum standards for middle schools（necsm）in 2001.these new standards, which aim at educating english-speaking chinese with an impressive competence of language use, have attracted the attention of experts and english teachers. thus, the explorations of effective language instruction have shifted from an emphasis on teacher-centered to learner-centered classrooms and from transmission-oriented to participatory and constructive knowledge development. influenced by the traditional teaching concept, the practical teaching tasks are always teacher-centered, while students accept passively. however, “teaching” is for “learning”, which serves the students learning; students autonomous learning must be reflected through the whole process of teaching, for that is the actual nature of “teaching”. whats more, the knowledge economy and the development reality of information age need the teachers to cultivate students ability of autonomous learning as well. therefore, in order to achieve this goal, the teacher should create chances, stimulate the learners interests and make them the principle part of learning. this thesis, from the perspective of improving teaching quality and performing quality-oriented education, provides a theoretical attempt on the consciousness cultivation of “activity-centered and autonomous learning”.2 the concept of autonomous learning and its features “activity-centered and autonomous learning” means the educational, creative and practicable learning activities designed and organized by teachers for the sake of arousing students interests. these activities should be student-centered and based on the teachers research into teaching materials. the student should be encouraged to self-participate, through which they think, practice, quest, and create initiatively. meanwhile, through the activities, the students learn to find problems and to settle them. gradually, by gathering experience, the students can gain some learning methods of their own. “activity-centered and autonomous learning” is such a brand-new teaching pattern that makes the students cultivate self-study ability through continuous study practice with the purpose of enhancing and fulfilling the students full-scale quality development.2.1 the meaning of autonomous learningautonomous learning is defined in terms of its intrinsic attribute, as opposed to “passive-study” or “mechanical-study”. autonomous learning emphasizes the learners initiative and self-motivation, so it is a study pattern that the students learn of their own accord but not dominated by others.autonomous learning means study-generating learning without outside impetus. initiative is self-studys basic character which is opposed to passivity. their differences are manifested in many respects. mainly, people distinguish between “i want to learn” and “i am forced to learn”. “i want to learn” is based on the learners inner demand while “i am forced to learn” is due to extrinsic incentive or coercion. on the one hand, the intrinsic need of the learners is reflected through learning interests. if the learner has interests, the learning activity would be an enjoyment or pleasant experience. the more they study, the more they would like to study. in this way, the study efficiency is bound to achieve twice the result with half the effort. on the other hand, it is reflected through learning responsibility. whose task does the study belong to? who should answer for the students learning? however, only when the responsibility is actually shifted from the teacher to the student and the student shoulders his own studying responsibility consciously, will the students studying become the veritable autonomous learning. contrastively, the traditional class is teacher-centered, in which the students depend too much on the teacher and lack a sense of responsibility for their own learning, and thus achieve half the result with twice the effort. here, we can take role-play as an example. role-play is a very common language learning activity where the students play different roles and interact from the point of view of the roles they play. role-play is valuable in a language classroom for several reasons：1）it is motivating; 2) the students interact in small groups so that they have less pressure; 3)the students have the chance to practice the newly learned language; 4) there is enough room for creativity.2.2 the significance of autonomous learningin the process of autonomous learning, the learner can give full play to his or her initiative, form correct studying attitude that can improve the self-consciousness standard, develop both intelligence and non-intelligence factors, master studying strategies and foster the self-analysis ability in order to become the person who owns the ability of lifelong study, which can make ones potential and quality fully exploited, developed and perfected step by step.the soviet psychologist, kapterev (1877) has ever said, “the reason of self-importance, first of all, is not its usefulness in life but its accordance with the creative self-development. without selfhood, it is impossible for humans to fulfill development”.initiation is the precondition of innovation. autonomous learning is one of an individuals necessary qualities which guarantee the superior survival and development in todays furious society change. it will offer the opportunity to each individual to acquire the 21st centurys passhow to learn.2.3 the features of autonomous learning2.3.1 purposivenesspurposivenesshave a clear aim, rectify the studying attitude and have a proper cognition about study values.2.3.2 selectivityselectivitybe able to select studying content precisely; have the sharp sensibility, discernment and intelligence about information; be able to perceive, gather, tackle and generate information efficiently.2.3.3 creative spiritcreative spiritbe not satisfied with the extant answers or results, ponder over the study content independently; expand ones ideas, be able to understand the same thing from various angles; be good at applying the induction and summary to explore new cases, thus broadening ones horizon continuously.2.3.4 self-regulationself-regulationhave the perception and self-control ability towards ones own studying motivation, interests, strategy, consequences and so on; keep a sensitive response to the problems in the study and take measures contraposing to those problems in time.2.3.5 adaptabilityadaptabilityhave the competence to adapt to group and community life; know and observe discipline consciously; own such a trait that can be accepted by the group and community members.2.3.6 intercourseintercoursehave the willingness and competence of human communications; assume responsibility voluntarily and change ones role in the light of the groups needs; be able to learn in the group activities.3 the implementation principles of autonomous learningeducation should be helpful for each students best and all-round development. when the consciousness cultivation of “activity-centered and autonomous learning” is carried out, the following principles should be followed.3.1 the principle of interestduring the teaching process, the teacher should pay attention to arousing the students enthusiasm to build their confidence up, thus making the students long to study. when designing tasks, the teacher should take careful account of the students needs and interests. learning tasks should be related to the students own life experience and reflect their cognitive development level.3.2 the principle of practicabilitythrough designing colorful activities, the teacher conducts students to study with eyes, mouth, hands and brain. in the activities, various sense organs are enlightened to gain direct experience. as a matter of fact, during the process of actual performance, students learn to think independently and participate actively, through which their competence of handling real problems is enhanced.3.3 the principle of being the main bodymaking the whole class become the main body of studying activity concerns whether the autonomous learning is successful or not. respect and guarantee the activitys independence and difference; let the students perform and develop on their own and make students the actual masters of the studying activities.3.4 the principle of being close to lifewhen designing activities, the teacher should choose those that are in close touch with nature and social life to carry out teaching tasks. let the students have more chances to taste the actuality about life and reality cognition. only when connection is made with the learners own world of experience, can they learn a language better.3.5 the principle of sequential organizationpresent the teaching contents based on the best sequence. many elements, such as the students cognition development standard, motivation state and knowledge background probably produce such functions that affect teaching sequences, thus, from time to time, some necessary adjustment should be taken according to the teaching requirement.3.6 the principle of opennessthe teaching process should be an open one, which mainly reflects in designing teaching environment and atmosphere. besides, in order to make sure the student can get the most attention and development, teaching activities should manage to make use of the widest educational resources. for learners, especially those senior middle school students who have learned english for several years and whose cognitive ability is approaching a mutual level，in order to promote their self-development, they are eager to learn anything helpful to themselves.4 ways to cultivate the middle school students autonomous learning consciousness4.1 establishing the students principle position in class4.1.1 changing the teachers rolethe establishment of the students main body capacity demands the teachers role should be shifted from the transmitter of knowledge to the organizer and instructor of study. during the autonomous learning activities, the teacher is not the center of the class any longer but the resource of the students studying. the teacher should also respect those students who have shortcomings or defects, respect those who have different opinions and value students original point of view. in class, the teacher works as a controller or prompter to make sure that the students have enough chances to participate individually or cooperatively, to acquire learning strategies, and then to use english to perceive, experience, practice, participate, think and solve problems.4.1.2 changing the studentsrolelet the students realize that they themselves are the masters of learning, and the masters of class as well. transform the students role from the traditional and closed one to the individual-based and open one to bring out their masters status. in the autonomous learning pattern class, students are not passive receptors; instead, each individual plays an active role. students will be motivated by the fact that they are going to be involved in pair and group work and a natural desire will be stimulated. to a large extent, students prefer to “do” rather than just “know”. through challenging themselves to complete tasks, students language proficiency, accuracy, learning strategies and skills can be highly improved.through both the teacher and the students confirm and agreement that the students are the real main body, students studying passion is stirred, changing “forcing me to learn” into “i want to learn”. only when the students main body role is highly identified by themselves in their inner hearts, can they absolutely show themselves during the whole studying process. the teaching models should be shifted from the traditional 3p (presentation, practice, production) to multiple teaching models. it is accepted that various learning skills and strategies should be imbedded in learning practice. and only by enlarging the input and carrying out sufficient practices can students deepen their comprehension in the process of completing the tasks.4.2 necessary environment for students to fulfill autonomous learning“consider the students as the main body” is the fundamental concept of contemporary schooling. teachers should try their best to provide favorable conditions to stimulate the students studying interests and make them the main body of study, which leads to the students active learning, instead of a passive one. the teacher should not be a lecturer dominating the class and talking all the time. he or she should be a guide, a group leader, a helper, a supporter, a facilitator, a participant and an observer. the work of the teacher is to design some tasks with different levels to help students acquire effective learning skills and strategies and to offer enough chances to learners to encourage them to use english and construct their manifold english performance.the environment and atmosphere provided and created to promote the students positive development does good to both the students self-respect and confidence cultivation and autonomous learning conduction.4.2.1 creating a relaxed and free psychological atmosphere for learningbabanski (1977) says: “if a teacher is good at creating favorable atmosphere, the students studying activity can be carried out efficiently, for they bring their initiative into full play.” modern mental theory as well as educational theory proves that the students with the feeling of being constrained are always studying under passive conditions. if unchanged, undoubtedly, students initiative and enthusiasm are quite prone to be restrained. as a result, students studying efficiency is inevitably low.4.2.2 creating a comfortable and independent growth environmentas for school environment, growing environment mainly refers to the