阐释自主学习西北农林科技英语英语自主学习能力调查站

论文导读：chers’Role25-273.5.3AttitudeTowardsParticipatinginClassroomActivities27-283.5.4UnderstandingtheTeachers’TeachingObjectives28-303.5.5MakingPlanorLearningObjectives30-313.5.6UsingLearningStrategies31-323.5.7MonitoringtheUse12下一页
摘要：Holec于1980年首次提出“自主学习”，自此，这一概念受到国内外学者广泛关注。在我国，外语教育界学者纷纷提倡转变以往以教师为中心的教学策略，发挥学生主动性，构建英语教学中的自主学习方式，由此，大学生现有的自主学习能力情况正备受关注。本探讨以建构主义学习论述为论述依据，以西北农林科技大学外语系的280名本科生为探讨对象，通过调查问卷和访谈的形式对英语专业大学生的英语自主学习能力进行调查，旨在了解学生自主学习的总体水平，发现有着的不足，并探讨如何培养英语专业大学生英语自主学习能力。调查结果显示：（1）学生对自主学习有非常积极的态度和强烈的愿望，但是缺乏恰当的学习动机和信心让他们在实际行动方面体现较差；（2）学生在很大程度上仍非常依赖教师，课堂互动也仍以教师为中心；（3）学生课堂参与热情高，小组合作学习受欢迎；（4）学生元认知知识匮乏，元认知对策利用意识淡薄，主要体现在学习计划性不够、对学习历程的监控能力较差、自我评估能力较弱等。在调查结果的基础上，本论文就如何在当前教学环境下培养和提升英语专业大学生的英语自主学习能力提出了倡议：（1）激发学习动机，尤其是融入型动机；（2）改善学习对策，包括元认知对策、认知对策和社会情感对策方面的训练；（3）调整教师角色；（4）利用多媒体技术营造自主学习氛围。本探讨采取调查问卷的策略讨论了英语专业大学生目前的英语自主学习能力情况并提出了相应的改善对策。由于时间、资源等方面的局限性及作者本人知识、能力有限，本探讨定有许多不足之处。关键词：自主学习论文建构主义学习论述论文学习动机论文学习对策论文教师角色论文
本论文由www.7ctime.com,需要论文可以联系人员哦。摘要5-6
ABSTRACT6-10
Chapter 1 Introduction10-13
1.1 Purpose and Significance of the Study10-11

1.2 Overview of the Thesis11-13

Chapter 2 Literature Review13-21

2.1 What is Learner Autonomy?13-17

2.

1.1 Traits of Autonomous Learners15-16

2.1.2 Factors Affecting Learner Autonomy16-17
2.2 Theoretical Foundation for Learner Autonomy17-18
2.3 Studies on Autonomy Home and Abroad18-20

2.3.1 Literature Review Abroad18-19

2.3.2 Literature Review at Home19-20

2.4 Limitations of the Previous Studies20-21
Chapter 3 Research Design and Methodology21-37

3.1 Research Questions21

3.2 Subjects21

3.3 Instruments and Experimental Design21-23

3.1 Questionnaire22

3.2 Interview22-23

3.4 Data Collection23

3.5 Data Analysis23-37

3.

5.1 Attitude Towards Engpsh Learning23-25

3.

5.2 Attitude Towards Teachers’ Role25-27

3.5.3 Attitude Towards Participating in Classroom Activities27-28
3.5.4 Understanding the Teachers’ Teaching Objectives28-30
3.5.5 Making Plans for Learning Objectives30-31

3.5.6 Using Learning Strategies31-32

3.5.7 Monitoring the Use论文导读：pshLearningProcess33-37Chapter4ResultsandDiscussions37-564.1TraitsintheEightPartsRespectively37-524.1.1AttitudeTowardsEngpshLearning37-384.1.2AttitudeTowardsTeachers’Role38-404.1.3AttitudeTowardsParticipatinginClassroomActivities40-424.1.4UnderstandingtheTeachingObject
of Learning Strategies32-33
3.5.8 Monitoring the Engpsh Learning Process33-37
Chapter 4 Results and Discussions37-56
4.1 Traits in the Eight Parts Respectively37-52
4.

1.1 Attitude Towards Engpsh Learning37-38

4.

1.2 Attitude Towards Teachers’ Role38-40

4.1.3 Attitude Towards Participating in Classroom Activities40-42
4.1.4 Understanding the Teaching Objectives42-43
4.1.5 Making Plans for Learning Objectives43-45
4.

1.6 Using Learning Strategies45-50

4.1.7 Monitoring the Use of Learning Strategies50-51
4.

1.8 Monitoring the Learning Process51-52

4.2 Traits in a Whole Perspective52-56
4.

2.1 Answer A: “No” or “Never”53

4.

2.2 Answer B: “Seldom”53-54

4.

2.3 Answer C: “Sometimes” or “Unsure”54

4.

2.4 Answer D: “Often”54-55

4.

2.5 Answer E: “Yes” or “Always”55-56

Chapter 5 Conclusion56-58

5.1 Major findings and Imppcations56-57

5.2 Limitations and Recommendations57-58

References58-60
Appendix60-65
Acknowledgements65-66
Introduction of the Author66