培养高中生自主学习英语能力

ChapteroneLiteratureReviewAutonomousLearninghomeandabroad.Inthecaughtalotofscholars'attentionandinterestsat30years.Anincreasingnumberofdistinguishedscholarsandresearchershavestudiedautonomouslearningfromperspectiveofsocial,psychology,philosophy,politicandpedagogy.Everyonehasitsownunderstandingtowardsthesameterm.Inthischapter,theauthorgivesabriefliteraturereviewoftheautonomouslearningathomeandabroad,andageneraldescriptionoftherequirementofthenewly-issuedSeniorHighSchoolEnglishcurriculumstandards.ItisgenerallyacceptedthatautonomousLearningshouldbeintegratedintoEnglishlearningforseniorhighschoolstudentsforthepromotionofEnglishlearningefficiency. 1.1AsurveyofautonomousLearningstudiesabroad Theideaofautonomouslearningcanbetracedbacktothe1950sinthefieldsofsocial,science,psychology,politics.AndtheconceptofautonomyfirstappearedinthefieldoflanguagelearningthroughtheCouncilofEurope'sModernLanguageProjectin1971.YvesChalonisregardedasthefatherofautonomyinlanguagelearning.ThencameHolec，whoiswell-knowninthefieldofautonomouslearning.Inhisreport,heisthefirstscholarwhodefinedautonomyastheabilitytotakechargeofone'slearning.Thisdefinitionlaidasolidfoundationforthedevelopmentofautonomouslearningstudy. AfterHolec,anincreasingnumberofresearcherscontinuetomakeandeepexplorationinthisfield.Someofthempaymuchattentiontothedefinitionfromsocial, andphilosophical outstandingrepresentativesinclude:RileyandZoppis198_5;GraksandGrundy1988,LittleandSingleton1989;Dickensonin1987,LittlewoodandNunan1997.Someofthemfocusonthepracticalutilizationofthetermindifferent Since1980s，wehaveseenavarietyoftermswhicharecloselyrelatedwithautonomy,suchasself-regulatedlearning,self-study,self-directed，self-managedlearning, andautonomouslearning. From1960s,someofwesterneducatorsbegantopromotelearnerautonomyasoneofthemainobjectivesoftheeducationalreform.From1970,theystartedtheirexplorationonautonomyinEnglishLearning.Agreatproportionoftheresearchesconcentrateonitsdefinitionaswellasitstheoreticalfoundation,strategytraining,curriculumdevelopment,andthemethodstofoster FirstweshouldstartwithHolec'sdefinitionashisdefinitionisconsideredtobetheearliestandthemostinfluentialone.HedefinesautonomousLearningas"theabilitytotakechargeofone'sownLearning".Accordingtohisunderstandingautonomyisnotanactionbutaninborncapacitytomanageone'sownLearning.Hefurtherelaboratesthetermas 1)Identifyingtheobjectives thecontentsandmaintainingtheprogressions3)Selectingmethodsandtechniquestobeused Evaluatingtheacquiredknowledge ItcanbeeasilyseenthatHolecdefinesautonomythroughoutthewholelearningprocess,fromobjectives,material,methods,proceduretoevaluationanddescribesautonomyinamovingmanner.A望}alifie旦autonomousLearnershouldhavethecapacitytochargeofthewholeprocessindependently. Itoffersusmuchinsightashowtobeanautonomouslearnerandwhatprocedurelearnersperforms.However,itisclearthatHolcedidn'ttakethefollowingfactorsintoconsideration,learners'motivation,attitudes,learningatspheresandauditions,whichareconsideredtobevitalelementsforautonomouslearning.Itimpliesthathisdefinitionneglects thepsychologicalfactors shouldbe involvedin thedevelopmentofautonomy.Littleholdsthat"autonomouslearningisnotextensivelyevenprimarilyamatter [1]涂姝婕.内/外向性格与语言学习策略使用的研究南昌航空大学,2010 [2]李艳龙高考语文全国卷古代诗歌鉴赏试题研究[D].哈尔滨师范大学,2010[3]董娇.普通高中主科科任教师威信现状与对策研究辽宁师范大学,2010 [4]吴玥纹初中地理愉快教学策略及实践研究[D].辽宁师范大学,2010 王满玉.沈阳市沈河区初中生命教育现状调查和对策研究[D].辽宁师范大学,2010. [6]张海燕.论文献资料在历史教学中的作用[D].辽宁师范大学,2010 潘琳.高中历史教学中师生的心理误区与对策研究[D].辽宁师范大学,2010. [8]王晓翎.辽宁师范大学,2010. [9]于艳红.数学思想方法及其在微积分教学中的运用研究[D].辽宁师范大学, [10]王灵美.关于中职生数学学习动机及其激发策略的研究[D].辽宁师范大学,2010. [11].Allwright,D.1988.IndividualizationandAutonomyinLanguageLearning.ELTDocuments131.ModernEnglishPublicationsandtheBritishCouncil.[12]Belyayev,B.V.1996.ThePsychologyofTeachingForeignLanguage[M].Oxford:PergamanPress.[13]BensonP.1996.Conceptsofautonomyinlanguagelearning}A].InR.Pemberton,etal,(eds.)TakingControl:AutonomyinLanguageLearning}C],27-34.HongKong:HongKongUniversityPress. LanguageLearning[C].[15]Bound,D.1988.Developing StudentAutonomyinLeaning}lVl].London:KoganPage论高中生英语自主学习能力的培 Abstract7- 摘要 Introduction12-14ChapteroneLiteratureReview14-1.1AsurveyofautonomousLearningstudiesabroad1.2Asurveyofautonomouslearningstudiesathome1.3Therequirementsofnewly-issuedSeniorHighSchoolCurriculum18-20 ChapterTwoTheoreticalFramework20-332.1Theoreticalbackground 2.2Learnerautonomyautonomouslearning 2.3Relatedterminology20-2.4Characteristicsofautonomouslearners21- Necessityandimportanceoffosteringlearnerautonomy22-Theoreticalgroundsoflearnerautonomy23-Humanism23-25 2.6.2Aperspectivefromconstructivism25-272.7FactorsAffectingSeniorHighSchoolStudents’Autonomouslearning27-33ChapterThreeMethodology33- ChapterFourResultsandDiscussion37- 4.137-4.1.1Analysisoftheunderstandingofautonomouslearning37-38 4.1.2Analysisofthestudents’learninginterestandmotivation38-40 4.1.3Analysisoftheresultsregardingstudents’self-management40-414.1.4Analysisoftheresultsregardinglearningprocess41-4.1.5Ana