第一篇：簡析英語學(xué)習(xí)中的自主學(xué)習(xí)(英文版論文)

2000

論文題目 A Brief Analysis on Autonomous Learning in（英文）

論文題目（中文）

English Study 簡析英語學(xué)習(xí)中的自主學(xué)習(xí) A Brief Analysis on Autonomous Learning in English Study

目錄

Abstract..................................................................................................................................ii 摘要………...........................................................................................................................ii Outline..................................................................................................................................iii 提綱......................................................................................................................................iv 1.Introduction.......................................................................................................................1 1.1 Definition of learner autonomy....................................................................................1 1.2 The importance of developing learner autonomy in English self-study......................2 2.The factors influenced learner autonomy……………………………………………..…3 2.1 Motivation....................................................................................................................3 2.2 Attitude.........................................................................................................................4 2.3 Learning strategy..........................................................................................................5 2.4 Cognitive style.............................................................................................................5 3.The roles in learner autonomy in EFL…………………………………………………….6 3.1 Roles of autonomous learners......................................................................................6 3.2 Teachers’ roles..............................................................................................................6 3.3 Roles of materials…………………………………………………………………….7 3.4 Roles of institutions…………………………………………………………………..7 4.Conclusion………………………………………………………………………………...8 Works Cited…………………………………………………………………………………9

i A Brief Analysis on Autonomous Learning in English Study

A Brief Analysis on Autonomous Learning in English

Study

Wang Ping Abstract: With China entering into WTO, the development of China’s economy and opening policy brings new challenges to English learning.English has become more and more prevailing.So more and more people will pay attention to English learning.The paper mainly focuses on a brief analysis of self-study in English learning, so as to find out the factors influenced learner in self-study and the roles in learner autonomy

in EFL.Key words: English learning;autonomous;factors;roles

簡析英語學(xué)習(xí)中的自主學(xué)習(xí)

汪萍

摘要: 隨著中國加入WTO，中國經(jīng)濟的發(fā)展和對外開放政策給英語學(xué)習(xí)者帶來了新的挑戰(zhàn)，當(dāng)今世界英語變得越來越盛行。所以越來越多的人重視英語學(xué)習(xí)。學(xué)校的教育是十分重要和有效的，但是沒有人可以從那里學(xué)到一切。由于受到時間、財力、精力或者其他一些個人因素的影響，許多知識我們要靠自己從學(xué)校之外獲得。所以從某種程度上來說，掌握英語自主學(xué)習(xí)能力是必不可少的。然而，因為一些因素的影響，大多數(shù)人普遍會在英語自學(xué)中遇到問題。本文主要對英語學(xué)習(xí)中的自主學(xué)習(xí)作簡要分析，并找出其影響因素和在自主學(xué)習(xí)中每個人所扮演的角色。

關(guān)鍵詞：英語學(xué)習(xí)；自主的；因素；角色

ii A Brief Analysis on Autonomous Learning in English Study

A Brief Analysis on Autonomous Learning in English

Study Outline

1.Introduction 1.1 Definition of learner autonomy 1.2 The importance of developing learner autonomy in English self-study 2.The factors influenced learner autonomy 2.1 Motivation 2.2 Attitude 2.3 Learning strategy 2.4 Cognitive style 3.The roles in learner autonomy in EFL 3.1 Roles of autonomous learners 3.2 Teachers’ roles 3.3 Roles of materials 3.4 Roles of institutions 4.Conclusion

iii A Brief Analysis on Autonomous Learning in English Study

簡析英語學(xué)習(xí)中的自主學(xué)習(xí)

1.引言

1.1 學(xué)習(xí)自主性的定義

1.2 發(fā)展英語自主學(xué)習(xí)性的重要性2.影響英語自主學(xué)習(xí)性的因素 2.1 動機 2.2 態(tài)度 2.3

2.4 學(xué)習(xí)策略 2.5 感知方式

3.在英語自主學(xué)習(xí)中的角色 3.1 自主學(xué)習(xí)者的角色 3.2 老師的角色 3.3 學(xué)習(xí)材料的角色 3.4 教育機構(gòu)的角色 4.結(jié)語

提綱

iv

A Brief Analysis on Autonomous Learning in English Study

A Brief Analysis on Autonomous Learning in English

Study

FLC 2001(04)(English)Wang Ping

Tutor: Professor 1.Introduction There can be no doubt that English is one of the world's most widely used languages.People use a language in one of three ways: as a native language, as a second language, or as a foreign language.English is spoken as a native language by over three hundred million people in the United States, Britain, Australia, New Zealand, Canada, some Caribbean countries and South Africa.As a second language, English is often necessary for official business, education, information and other activities in many countries, it is one of the few “working” languages of the United Nations.And with China entering into WTO, the development of China’s economy and opening policy brings new challenges to English learning.English has become more and more prevailing.So more and more people will pay attention to English learning.School education is very important and useful.Yet, no one can learn everything from school.Even a very good teacher cannot teach his students everything they want to know.Because of the limit of the time, money, energy or some other personal reasons, many things will be learned outside school by the students themselves.So to some extent, it is essential for anyone who's relevant to English to master the ability of self-study.Recently, much attention has been paid on the importance of developing English learners' autonomy.Self-study, as a skill of getting knowledge and information, it is extremely essential in such an information-increased and international communication-frequent society.This kind of study skill is not only helpful for us to pursue our educational goal--to get knowledge, also cultivate a learner's independence of autonomy which should be regarded as the end goal.The paper mainly focuses on a brief analysis of self-study in English learning, so as to find out the factors influencing learner in self-study and the roles in learner autonomy in EFL.1.1 Definition of learner autonomy The concept of learner autonomy has been introduced into foreign language teaching over twenty years.Nowadays, autonomy has been widely accepted as an educational goal and few teachers will disagree with the importance of helping language learners become

A Brief Analysis on Autonomous Learning in English Study

more autonomous as learners.But as to what learner autonomy really is, various interpretations proposed by different researches and scholars in different contexts.In spite of the various interpretations proposed by different research and scholars in different contexts, even during different periods of time, the definitions of learner autonomy can be classified into the following categories.First, a lot of researches define it in terms of ability or capacity.Holec defines learner autonomy as “the ability to take charge of one’s own learning”.Many researchers agree with Holec that learner autonomy is ability or capacity.For example, D.Little sees learner autonomy as a capacity for “detachment, critical reflection, decision-making and independent action”.Nunan also believes that this ability is extraordinary important.The learners who are able to fix their own aims and produce chances for learning are autonomous learners.Littlewood talks about learner autonomy as “the ability to use the knowledge one has learned without the help of the teacher”.One of the widely accepted of learner autonomy is put forward by Benson who defines it as “the capacity to take control of one’s own learning”.Second, some writer defines it in terms of performance.Huttunen insist that a certain kind of learning behavior is important.Third, some researcher defines it in terms of attitude.Dickinson sees autonomy very much as an attitude to language learning.In his opinion, autonomous learners are ready to take responsibility for their own learning and show their willingness by setting their own goals, selecting their materials, deciding on their own methods, place time and pace for study, monitoring their study and making proper evaluation.Fourth, some researches define it in terms of ability and willingness.They define an autonomous learner as one who has the ability and willingness to act independently and decisively.In this view, attitudes translate into practice, and motivation is a necessary precursor of autonomy.Finally, with the development of researches on learner autonomy, the term autonomy has come to be used in at least five ways: 1)For situations in which learners study entirely on their own;2)For a set of skills which can be learned and applied in self-directed learning;3)For an inborn capacity which is suppressed by institutional education;4)For the exercise of learners’ responsibility for their own learning;5)For the right of learners to determine the direction of their own learning.1.2 The importance of developing learner autonomy in English self-study In general, importance of developing learner autonomy in EFL can be summarized as

A Brief Analysis on Autonomous Learning in English Study

follows: 1)It matches our educational goal.The final product of education is an independent learners and cultivating a learner’s independence of autonomy should be regarded as the end goal that teachers or educators try to pursue.And it also meets life-long learning and creative education.2)It helps students to make improvements beyond knowledge.The present epoch is one with an explosion of knowledge and information.So it is impossible for one to adapt to this changing society with the knowledge acquired at school.If learner autonomy is developed, then students become skillful in learning how to learn.And they will be able to master new knowledge, new technology, face new challenges and task.3)It can adapt to students’ individual differences.Different students have different preferred ways of learning.However, every teacher has his or her own relatively stable teaching method and teaching style.Therefore, it is particularly hard for teachers to satisfy the need of each student in traditional language teaching.In autonomous learning, students participate learning by their own volition, make their own decisions on learning goals, learning pace and progression and learning strategies, and self-evaluate their learning outcomes.4)It facilitates personal growth.Once students become autonomous, they have acquired a life-long learning skill and a habit of independent thinking, which will benefit them long after leaving schools.Moreover, it supports individualism but does not exclude collaborative learning.Therefore, in autonomous learning, students learn to how to get along with others.This is also important to them.5)It can lead to better, more effective learning.Learner sets the agenda, learning should be more focused and more purposeful, and thus more effective both immediately and in the longer term.2.The factors influenced learner autonomy Learner autonomy is not an article of faith, a product ready made for use or merely a personal quality or trait.Rather, it should be clarified that autonomous learning is achieved on certain conditions: motivation, attitudes, learning strategies and cognitive styles etc.Therefore, it is very necessary for teachers to pay much attention to these factors for the aim of developing students’ autonomy English learning.2.1 Motivation

Most scholars seem to agree that one of the key factors that influences the rate and success of the second or foreign language learning.And it provides the primary

A Brief Analysis on Autonomous Learning in English Study

impetus to initiate learning the foreign language and later the driving force to sustain the long and often tedious learning process.A number of reviews and discussions provide evidence that motivation and learner autonomy go hand in hand.Therefore, no matter from which angle we consider the relationship, we must recognize the important role that motivation plays in learner autonomy.2.1.1 Intrinsic motivation

2.1.1.1 Definitions of intrinsic motivation

Intrinsic motivation means the kind of motivation caused by the interest, pleasure, satisfaction or curiosity directed to the activity.Intrinsic motivation is generally considered as that produces more benefits than extrinsic motivation.Because the intrinsically motivated learners undertake a task from their genuine will but not from some external pressure, they perform the action harder and deeper and sustain their efforts longer than the extrinsically motivated learners do.2.1.1.2 The factors influencing intrinsic motivation There are various internal and external factors influencing students’ intrinsic motivation.However, it is affected to a great extent by what happens in the classroom, and by students’ personal factors and mood at that time as well.Therefore, we consider factors affecting intrinsic motivation under the heading of interest, learning environment, English teachers’ teaching method and material.2.1.2 Extrinsic motivation

Extrinsic motivation, on the hand, derives from an anticipation of rewards such as praise, awards, prizes, evaluation, and fear for punishment.Although extrinsic motivation is also beneficial sometimes, there are some negative aspects of it.They state that learners will lose motivation and reason to do something when rewards are no longer available, and that giving external rewards to them previously with intrinsic motivation can harm the good effect of it.2.2 Attitude Language learning is not merely a cognitive task.And success of a learning activity is, to some extent, contingent upon learner’ stance towards the word and the learning activity in particular, their sense of self, and their desire to learn.The term “attitude” has been defined in many ways.Common to psychological theories on attitudes is the notion that attitudes actually have three components: affect, cognition, and behavior.Affect concerns feelings, moods, and emotions toward the attitudinal object.For example, some learners may agree with the idea that they

A Brief Analysis on Autonomous Learning in English Study

should take more responsibility for their learning, while others may prefer to depend on the teacher.Cognition refers to what a person knows about the attitudinal object.In language learning, it refers to “attitudes learners hold about their role in the learning process and their capability as learners”.And the third attitudinal component, behavior has to do with intentions or actions related to the attitudinal object.Learners who hold positive attitudes toward learner autonomy may be more likely to take the responsibility than those who hold negative attitudes.It is these affective reactive reactions, cognitions, and behaviors comprise the overall attitude

toward the language and culture.In general, attitudes have a profound influence on learning behavior.And the attitudes may either contribute to or impede the development of their potential for autonomy.Positive attitude towards learner autonomy can be expected to enhance learning and negative attitudes to impede learning.So for teachers, identifying learners’ attitudes and modifying negative attitudes should be the important step in

autonomous learning.2.3 Learning strategy Language learning strategies were generally defined as specific actions, behaviors, steps or techniques that learners employed to comprehend, store, remember new information, and to use the second language.Unanimous opinions that most researches have been reached are as follows: 1)Strategies refer to both general approaches and specific actions or techniques used

to learn a second language;2)Strategies allow learners to become more self-directed;

3)Strategies are problem oriented;

4)Strategies are flexible;5)Strategies are influenced by a variety of factors;6)Strategies support learning both directly and indirectly;

7)Strategies can be taught or trained.All learners have certain preferred learning strategies and employ them more or less consciously.Learning strategy is firmly believed to be the key to promoting learner autonomy and when students are inhibited to use their preferred strategy, it is impossible for them to learn the English efficiently.We can find that learning autonomy is the most important individual factor relating to learner autonomy and helping students understand the importance of strategies and train them to use some

A Brief Analysis on Autonomous Learning in English Study

strategies suited for them is an effective way to enhance their learner autonomy.2.4 Cognitive style

Cognitive style refers to the ways that individuals organize, analyze and recall new

information and experience.Cognitive style has been identified as field dependence vs.field independence.Persons who are more predominantly field independent tend to be generally more independent, competitive, and self-confident while field dependent persons tend to be more socialized, tend to derive their self-identity from persons around them, and are usually more empathic and perceptive of the feelings and thoughts of others.The factors briefly touched on the above are necessary but not sufficient conditions for the development of learner autonomy, and many more factors such as needs, language awareness, teachers, social and cultural influences have to be taken into consideration.Therefore, it is of consequence to note that autonomy is a process, not a

product.3.The roles in learner autonomy in EFL Learner autonomy is characterized by its initiative, independence, effectiveness and relativity.This involves a change both in teachers’ roles and learners’ roles, and even in the roles of educational institutions.The traditional teachers’ roles: the instructor and container of knowledge, and learner’ role: the passive “empty vessels” waiting to be filled with knowledge by the teachers will change dramatically.3.1 Roles of autonomous learners

What are the characteristics of autonomous learner? Do they always do their homework and follow the teachers’ instructions? There are the typical characteristics of traditional good students, and as to autonomous learners.In the relevant literature autonomous learners are defined as those who-understand the purpose of their learning plan;-explicitly accept responsibility for their learning;-share in the setting of learning goals;-take initiatives in planning and executing learning activities;-regularly review learning and evaluate its effectiveness.From the definitions we can conclude that an autonomous learner first should be willing to take responsibility for their own learning, then he/she should be conscious of or aware of the learning process involved and learning strategies needed, finally he should have the ability to carry out his learning activities and the ability to monitor and evaluate

A Brief Analysis on Autonomous Learning in English Study

his learning results and effectiveness.3.2 Teachers’ roles The ever-increasing necessity for teaching students how to become independent and autonomous learners has brought new perspectives to the teaching profession and changed traditional ideas about language teachers’ roles.Teachers are traditionally viewed as authority figures, identified with roles like parent, instructor, director, manager, leader, controller, or even doctor who must “cure” the ignorance of the students.But things change now.Teachers assume new functions as a consultant, advisor, coordinator, helper, communicator, guide, facilitator, and organizer.The change in the roles strengthens the teachers’ roles making them varied and more creative.Their status is no longer based on hierarchical authority, but on equality and importance of their relationship with learners.Learner autonomy involves the teacher to become less of an instructor and more of a facilitator, to discourage students from relying on the teacher as the main source of knowledge, to encourage students’ capacity to learn for themselves, to encourage students to make decisions about what they learn, to encourage students’ awareness of their own learning styles, and to encourage students’ to develop their own learning strategies.It is evident that when learners become more and more autonomous, the teachers will not become redundant or even have nothing to do, as some people will imagine.The requirement of the teacher will become more demanding, with not only the contents of teaching to get familiar with but also the skills and knowledge of fostering learner autonomy to master.3.3 Roles of materials The design of good autonomous learning materials is very tricky and can be very different from designing a good traditional face-to-face instructional lesson.One issue that we might face is that teachers have often spent many years coming to grips with classroom teaching and the skills of materials design and adaptation associated with this context.They will initially expect these skills to be immediately transferable into the independent learning environment.If this is not the case, teachers may come to feel threatened.However, autonomous learning materials are not just textbooks cut up and covered with see-through plastic.We need to be careful not just in the choice of the particular material, but in how it is presented as well.People don’t learn much just by reading the fine words of experts.People learn by having a go themselves.They learn by doing.They learn by getting things right.They learn even more by getting things wrong, and getting feedback on what was wrong.7 A Brief Analysis on Autonomous Learning in English Study

The creation of material that reflects an autonomous learning philosophy is not an easy task, and it involves a great deal of time and effort for the teachers, not only in selecting and adapting the content of the materials but in the way to present them.Therefore, teachers’ adaptation of materials and way of using them is of vital importance and of great value.And what teachers do with the material is more important than what material is.3.4 Roles of institutions We have already discussed the roles of autonomous learners, teachers, and materials, but what roles should schools or educational system play in fostering learner autonomy? Lots of scholars think that the school should strive to ensure that each student takes responsibility for his or her own learning and for the result of his or her studies, can assess the result of his or her studies and his or her need to develop in relation to the demands in the syllabuses.In order to achieve this, reforms need to be made by the schools and higher educational institutions, including educational policies, teaching syllabuses, and most important, the way of evaluating learning results, and to put it more simply, way of examination.The education policy and guidance of the educational institutions are not only necessary, but also indispensable for learner autonomy.Nevertheless, in terms of carrying them out and putting those into practice, more powers and freedom should be given to learners as well as teachers.4.Conclusion To sum up, there are many factors influencing learner autonomy during the study process.What’ more, the learner themselves, teacher, materials, institutions all will play different roles in autonomous learning.It is really necessary to train and develop the ability of self-study for students.8 A Brief Analysis on Autonomous Learning in English Study

Works Cited Benson,P.Teaching and researching autonomy in language learning[M].London: Longman,1997.Candy,V.Self-direction for lifelong learning [M].California: Jowelry, 1999.Dickinson,L.Successful language learners: what do we know about them?[J].EHIG CIL, News Bullction , May,2-3,1978.Little,D.Learner autonomy1:Definitions,issues and problems[M].Dublin: Authentik, 1991.Wenden,A.L.Learner strategies for learner autonomy[M].New York: Prentice Hall International, 1998.鄧云娟.大學(xué)生英語自主學(xué)習(xí)能力的構(gòu)建[J].浙江:學(xué)科教育,2007,(3).顧日國.外語教學(xué)法[M].北京:外語教育研究, 2001,(4).華燁.淺談大學(xué)英語教學(xué)中“學(xué)習(xí)者訓(xùn)練” [M].湖南:外語界,1999(3):32-38.劉戰(zhàn)清.論大學(xué)英語教學(xué)[M].北京:外語教學(xué)與研究出版社,1999.戚宏波.學(xué)習(xí)者自主的理論源[J].山東:山東外語教學(xué),2002,(5):83-86.9

第二篇：2018大學(xué)生英語自主學(xué)習(xí)報告(英文)

My English Autonomous Learning Report As time goes by, a busy semester has come to an end.Looking back on this semester's College English learning life, I think there is still something to be summed up.As a college student in the new era, learning English is inevitable.Although my English achievement is not very ideal, but I learned some ways to learn English well from this semester's learning process.To learn English well, we must adhere to the following points.First, recite more.In order to prevent words from being forgotten, I spend time every day remembering the words I have learned before.In the ordinary study, I will actively remember the new words and phrases in the textbook, try to understand its usage, and try to use some just words, antonyms contrast, similar words contrast and other methods to strengthen memory.Second, read more.The content of reading aloud is only limited to the contents in textbooks.Reading aloud is not for recitation purposes, but focuses on focusing on its correct pronunciation, continuous tone and so on.So I take time every morning to read the words, phrases and articles in the English textbook.Through reading aloud, I can be familiar with the use of words and words, understand the mood of English, context, and enhance my sense of language.Third, more sum up.Compared with other disciplines, the knowledge points in English are rather fragmented, so we must do a good job of collecting, collating and summarizing the knowledge points.So I usually record some bits and pieces of knowledge that I have heard from my teacher or reference books, so that I can use them later.Fourth, listen more.Listening is not just for listening tests, but also for listening comprehension.Developing a keen sense of language will help enhance discrimination and judgement, which is a very important part of English learning.So I usually listen to English songs and listen to the recording of English listening exercises copied by my teacher.Through this way, my English listening achievement has been greatly improved.Fifth, more practice.By doing a lot of exercises, we can enhance our practical experience.If I have time, I will spare some time to write some exercises, which will help me not to feel nervous during the examination.Moreover, practice makes perfect, and doing more exercises can enable me to find out the rules and cultivate my sense of language better.Learning a language itself has its own rules.These are just a means of strengthening.I think my current English level has not reached my ideal state.To really learn English well, I must start from the language itself, dig deeper into the mysteries, and strengthen the exercises one by one from words, words, sentences and chapters.I insist on doing these points every day, hoping that one day my English can reach a very high level.Finally, I would like to thank my English teacher for teaching and helping me.No matter how difficult or boring English is, I will continue to study English as hard as I can.

第三篇：多媒體網(wǎng)絡(luò)教學(xué)中英語自主學(xué)習(xí)論文

摘 要：多媒體網(wǎng)絡(luò)教學(xué)與自主性英語學(xué)習(xí)方式相結(jié)合，可以充分發(fā)揮和利用兩者的優(yōu)勢。本文從我國的大學(xué)英語教學(xué)現(xiàn)狀出發(fā), 結(jié)合相關(guān)外語教學(xué)理論，論證了多媒體網(wǎng)絡(luò)教學(xué)環(huán)境中學(xué)生自主學(xué)習(xí)的必要性和可行性，并且介紹了一些對學(xué)生自學(xué)能力產(chǎn)生積極影響的教學(xué)方法。

關(guān)鍵詞：英語教學(xué)；多媒體網(wǎng)絡(luò)；教學(xué)模式；自主學(xué)習(xí)

Abstract: The combination of the network teaching mode and students' autonomous learning show great advantages on the students' English learning.Beginning from the introduction to the current situation of college English teaching and learning, this paper discusses the necessity of autonomous learning in the context of multimedia network teaching mode.Besides, some teaching approaches that have positive impacts on autonomous learning capability are introduced.

Key words:English teaching;multimedia network;teaching mode;autonomous learning

2004年教育部頒布《大學(xué)英語課程教學(xué)要求》（以下簡稱《要求》）,明確提出要確立學(xué)生在教學(xué)過程中的主體地位，要能使學(xué)生自主選擇適合自己需要的材料學(xué)習(xí)，朝個性化學(xué)習(xí)、自主式學(xué)習(xí)方向發(fā)展。［1］提出多媒體網(wǎng)絡(luò)化自主學(xué)習(xí)的教學(xué)模式，標(biāo)志著我國大學(xué)英語教學(xué)改革進入正式實施階段，并建議“各高等學(xué)校應(yīng)充分利用多媒體和網(wǎng)絡(luò)技術(shù),采用新的教學(xué)模式改進原來的以教師講授為主的單一課堂教學(xué)模式”。

新的教學(xué)模式應(yīng)以現(xiàn)代信息技術(shù),特別是多媒體網(wǎng)絡(luò)技術(shù)為支撐,使學(xué)生在進行英語學(xué)習(xí)時不受時間和地點的限制,朝著個性化和自主式學(xué)習(xí)的方向發(fā)展。2005年，大學(xué)英語教學(xué)改革進入全面實施階段, 各高校開始在英語教學(xué)過程中廣泛運用多媒體網(wǎng)絡(luò)技術(shù)和網(wǎng)絡(luò)資源，為英語教學(xué)提供了大量豐富多彩的網(wǎng)絡(luò)教學(xué)資源以及多種生動活潑的學(xué)習(xí)形式。

一、自主學(xué)習(xí)

20世紀50年代以來,英語學(xué)習(xí)理論經(jīng)歷了三個主要發(fā)展階段，即行為主義、認知主義和建構(gòu)主義。

行為主義強調(diào)學(xué)生所學(xué)的知識是客觀的，教學(xué)就是教師把知識直接傳授給學(xué)生的過程。它強調(diào)精熟學(xué)習(xí)(mastery learning), 保證學(xué)習(xí)者在真正掌握某個學(xué)習(xí)項目之后才可以進入下一個項目學(xué)習(xí)。認知主義學(xué)習(xí)理論更強調(diào)學(xué)生的認知主體作用,強調(diào)教學(xué)既要重視外部刺激和外在反應(yīng),又要重視學(xué)習(xí)者內(nèi)部心理過程的作用,它認為教學(xué)就是要通過安排適當(dāng)?shù)耐獠看碳碛绊懞痛龠M學(xué)習(xí)者的內(nèi)部心理過程變化。行為主義和認知主義兩大學(xué)習(xí)理論都強調(diào)知識的傳授和遷移,強調(diào)“教”,強調(diào)教學(xué)過程中教師的中心主導(dǎo)地位。現(xiàn)代建構(gòu)主義作為“教育中的新認識論”問題，是學(xué)習(xí)理論中行為主義發(fā)展到認知主義以后的進一步發(fā)展。［2］建構(gòu)主義學(xué)習(xí)理論認為,學(xué)生的認知過程存在個性化差異,學(xué)習(xí)結(jié)果是不可預(yù)知的,因此教學(xué)要促進學(xué)習(xí),而不是控制學(xué)習(xí)。它強調(diào)教學(xué)的根本任務(wù)是營造支持性學(xué)習(xí)環(huán)境,使學(xué)生在真實情境中,借助社會交往與周圍環(huán)境的交互解決實際問題,強調(diào)以學(xué)生為中心,主張由學(xué)生自己控制學(xué)習(xí)進程,自我建構(gòu)學(xué)習(xí)目標(biāo)。

自主學(xué)習(xí)是以建構(gòu)主義認知心理學(xué)和人本主義心理學(xué)為基礎(chǔ)的。自主學(xué)習(xí)主要具備能動性、有效性和相對獨立性三個特征。自主學(xué)習(xí)作為一種個性化學(xué)習(xí)，體現(xiàn)了建構(gòu)主義理論關(guān)于學(xué)習(xí)者在已有知識基礎(chǔ)上創(chuàng)建個人意義的理念，以及以羅杰斯為代表的人本主義心理學(xué)的重要思想，即強調(diào)學(xué)習(xí)者學(xué)習(xí)過程的主體地位（以學(xué)習(xí)者為中心），重視學(xué)習(xí)者的積極自發(fā)學(xué)習(xí)，強調(diào)自我評估的重要性。國內(nèi)外教育界越來越意識到“語言教學(xué)的實質(zhì)不是向?qū)W生機械地傳授語言本身的規(guī)律，而是要創(chuàng)造適于語言學(xué)習(xí)的條件和環(huán)境，為學(xué)生主動地利用語言進行交際提供便利”。教學(xué)過程中的自主學(xué)習(xí)強調(diào)學(xué)生是語言學(xué)習(xí)活動的主體，強調(diào)學(xué)習(xí)者的自我監(jiān)控、自我指導(dǎo)和自我強化，突出學(xué)習(xí)者的獨立性和自主性，強調(diào)學(xué)習(xí)者自己對自己負責(zé)。我國大學(xué)英語教學(xué)長期以來的現(xiàn)狀使得自主學(xué)習(xí)這一學(xué)習(xí)理念在外語教學(xué)領(lǐng)域引發(fā)了一場教育變革。Holec 是這樣界定的: 學(xué)習(xí)者自主就是學(xué)生自我負責(zé)管理語言學(xué)習(xí)的能力,具體地講,就是能夠自己決定學(xué)習(xí)目標(biāo)、確定學(xué)習(xí)內(nèi)容和進度、選擇學(xué)習(xí)方法和技巧、監(jiān)控習(xí)得過程及自我評估學(xué)習(xí)效果。［3］因此，學(xué)生在進行自主學(xué)習(xí)的同時要具備兩個前提條件：第一，學(xué)習(xí)者必須有能力負責(zé)管理學(xué)習(xí)；第二，必須有一個學(xué)習(xí)機構(gòu)，從而，學(xué)生能夠在這個機構(gòu)里自己支配學(xué)習(xí)。教師在幫助學(xué)習(xí)者實現(xiàn)自主學(xué)習(xí)的過程中起著關(guān)鍵作用。教師從以教授知識為主,變?yōu)橐灾笇?dǎo)、輔導(dǎo)學(xué)生的學(xué)習(xí)為主,由舞臺上的主角變成幕后導(dǎo)演,成為學(xué)生建構(gòu)意義的幫助者、指導(dǎo)者。這種幫助、指導(dǎo)作用體現(xiàn)在:（1)激發(fā)學(xué)生興趣,幫助學(xué)生形成持久的學(xué)習(xí)動機；（2)通過創(chuàng)造符合教學(xué)內(nèi)容要求的情景和提示新舊知識之間的線索,幫助學(xué)生建構(gòu)當(dāng)前所學(xué)知識的意義；（3)為了使意義建構(gòu)更加有效,教師應(yīng)在可能的條件下組織合作學(xué)習(xí),并對合作學(xué)習(xí)過程進行引導(dǎo)

。［4］

目前東北農(nóng)業(yè)大學(xué)試點班學(xué)生自主學(xué)習(xí)的教材正是一套基于多媒體網(wǎng)絡(luò)(Multimedia Network Instruction, MNI)技術(shù)的網(wǎng)絡(luò)交互式視聽說自主學(xué)習(xí)教程, 由學(xué)生自己掌握時間登陸校園網(wǎng)進入課程系統(tǒng)進行英語學(xué)習(xí)。在網(wǎng)絡(luò)環(huán)境下的自主學(xué)習(xí)中，學(xué)習(xí)內(nèi)容更加豐富，學(xué)生可以通過超鏈接獲取相應(yīng)的英語學(xué)習(xí)輔導(dǎo)材料。在學(xué)習(xí)過程中，學(xué)生還可以參考答案反饋、錄音文字和相關(guān)語言文化背景, 隨時進入個人課程管理檔案, 了解自己的學(xué)習(xí)進度以及成績等, 并且可以通過網(wǎng)絡(luò)學(xué)習(xí)的平臺中的“我的問題”向任課教師或同學(xué)進行提問。因此，學(xué)生只要確定了學(xué)習(xí)目的，就能夠根據(jù)自身情況設(shè)立學(xué)習(xí)目標(biāo)，選擇需要的學(xué)習(xí)內(nèi)容，逐步完成學(xué)習(xí)目標(biāo)，最終達到自己的學(xué)習(xí)目的。在多媒體網(wǎng)絡(luò)化的自主學(xué)習(xí)過程中，教師通過網(wǎng)絡(luò)能夠監(jiān)督學(xué)生的學(xué)習(xí)過程，及時評價學(xué)習(xí)結(jié)果，給學(xué)生提供有利的反饋，從而方便學(xué)生調(diào)整學(xué)習(xí)方法，幫助學(xué)生逐漸形成高效的個性化的自主學(xué)習(xí)方式。

二、自主學(xué)習(xí)與傳統(tǒng)教學(xué)模式的綜合應(yīng)用

這里說的“英語綜合應(yīng)用能力”就是指語言交際能力，主要包括四個方面: 第一,語法能力(grammatical competence),即與某種語言的詞匯、語法、音系和語義相關(guān)的知識。第二,社會語言學(xué)能力(sociolinguistic competence),指關(guān)于語言和其非語言環(huán)境的關(guān)系的知識。學(xué)習(xí)者應(yīng)學(xué)習(xí)如何使用不同的言語行為,如道歉、請求和邀請等,并對其做出相應(yīng)反應(yīng),要知道對不同的說話者在不同情境下采用什么稱謂形式等。第三,話語能力(discourse competence),知道如何開始談話,如何結(jié)束談話。第四,策略能力(strategic competence),即關(guān)于交際策略的知識。［5］長期以來，我國大學(xué)英語教學(xué)中采取的傳統(tǒng)教學(xué)模式過分強調(diào)對學(xué)生語法能力的培養(yǎng),而忽視了其他方面能力的培養(yǎng),以致學(xué)生在實際交流中不知所措。針對這一具體問題, 《要求》提出：“各高等學(xué)校應(yīng)當(dāng)根據(jù)實際情況,確定本校的大學(xué)英語教學(xué)目標(biāo),設(shè)計各自的大學(xué)英語課程體系”,“以確保不同層次的學(xué)生在英語應(yīng)用能力方面得到充分的訓(xùn)練和提高”［1］5。

以現(xiàn)代教育技術(shù)支持的自主學(xué)習(xí)理念有助于改變傳統(tǒng)的“以教師為中心”的教學(xué)模式,既能充分體現(xiàn)教師在教學(xué)過程中的主導(dǎo)作用,又能發(fā)揮學(xué)生學(xué)習(xí)的主體作用，“既有老師課堂上的講解, 又有自主學(xué)習(xí)的機會, 我們可以自己練習(xí)聽說”，“每周的課堂口語活動有利于培養(yǎng)我們的實際交流能力”，“現(xiàn)在教學(xué)模式很好, 我們可以根據(jù)自己的時間來安排學(xué)習(xí)”,這些是已經(jīng)參加試點教學(xué)、進行自主學(xué)習(xí)的學(xué)生們的真切體會。

三、結(jié)語

大學(xué)英語教學(xué)應(yīng)該為學(xué)生提供良好的語言學(xué)習(xí)環(huán)境, 充分利用多媒體網(wǎng)絡(luò)技術(shù), 改進傳統(tǒng)的以教師講授為主的“填鴨式”課堂教學(xué)模式。自主學(xué)習(xí)是解決我國目前大學(xué)英語師資和其他教學(xué)資源不足的有效途徑,也是培養(yǎng)個性化人才的一個重要手段。自主學(xué)習(xí)已成為當(dāng)今教育界一個重要的研究主體，它充分體現(xiàn)了信息時代對大學(xué)生學(xué)習(xí)的要求。它不僅是一種有效的學(xué)習(xí)方式，也是一種學(xué)習(xí)能力。在這種學(xué)習(xí)理論的指導(dǎo)下，充分利用以多媒體網(wǎng)絡(luò)技術(shù)為支持的語言學(xué)習(xí)環(huán)境，已成為我國大學(xué)英語教學(xué)發(fā)展必然趨勢。學(xué)生自主學(xué)習(xí)能力的有效提高已經(jīng)成為衡量大學(xué)英語教學(xué)和改革成功與否的重要標(biāo)志。基于我國目前大學(xué)英語教學(xué)的實際情況，在相當(dāng)長一段時間里，多種教學(xué)模式并存的現(xiàn)象仍然還會存在,這也是正常的現(xiàn)象。但是，在大學(xué)英語教學(xué)過程中，我們應(yīng)該注意調(diào)整各種教學(xué)模式,發(fā)揮其優(yōu)勢,幫助學(xué)生形成良好的自主學(xué)習(xí)習(xí)慣，樹立正確的學(xué)習(xí)態(tài)度,提高學(xué)生的自主學(xué)習(xí)的能力, 使他們真正地掌握英語這門語言，從而達到提高大學(xué)英語教學(xué)質(zhì)量和教學(xué)效果的目的。

參考文獻：

［1］教育部高等教育司.大學(xué)英語課程教學(xué)要求(試行)［M］.北京：外語教學(xué)與研究出版社，2004.

［2］葉增.建構(gòu)主義學(xué)習(xí)理論與行為主義、認知主義關(guān)鍵特征之比較［J］.現(xiàn)代遠程教育之研究，2006(3)：64-66.

［3］華維芬.試論外語教師在自主學(xué)習(xí)模式中的定位［J］.外語研究，2001（3）：76-79.

［4］何蓮珍.自主學(xué)習(xí)及其能力的培養(yǎng)［J］.外語教學(xué)與研究, 2003，35（4）：287-289.

［5］顧世民.計算機網(wǎng)絡(luò)環(huán)境下的自主學(xué)習(xí)模式與課堂教學(xué)模式的綜合應(yīng)用［J］.外語電化教學(xué)，2007（115）：67-72.

第四篇：英語自主學(xué)習(xí)

1.[A] 12:05 [B] 11:50 [C] 11:35 [D] 10:25

1、[參考答案]B

1、[題目解釋]無

題 2

2.[A] Take four pills.[B] Hesitate to take any pills.[C] Take the doctor's advice.[D] Take eight pills.2、[參考答案]C

2、[題目解釋]無

題 3

3.[A] 7 years old.[B] 8 years old.[C] 15 years old.[D] 18 years old.3、[參考答案]C

3、[題目解釋]無

題 4

4.[A] 1.[B] 2.[C] 5.[D] 7.4、[參考答案]D

4、[題目解釋]無

題 5

5.[A] The woman was late for coming.[B] The woman asked the man to wait for her half an hour ago.[C] The man was annoyed by her late coming.[D] The man was quite all right.5、[參考答案]A5、[題目解釋]無

聽短文

Directions:In this section, you will hear several short passages or monologues.At the end of each passage, you will hear some questions.Both the passage and the questions will be spoken only ONCE.After you hear a question you must choose the best answer from the four choices marked A), B), C)and D).Then select the corresponding letter on the web page.[題數(shù)：17；分數(shù)：17分；參考時間：11分18秒]

題 612

Section2

10.[A] About a year and two months.[B] Three to five months.[C] About four weeks.[D] As a baby.10、[參考答案]A10、[題目解釋]無

11.[A] Intelligence.[B] Responsibility.[C] Physical fitness.[D] Speed.11、[參考答案]D

11、[題目解釋]無

12.[A] How to choose a guide dog.[B] The qualities of a guide dog.[C] The training of a guide dog.[D] How a guide dog helps its blind owner.12、[參考答案]C

12、[題目解釋]無

題 1319

Section4

16.[A] Because history professors are poorly prepared.[B] Because most students are lazy.[C] Because history lectures are not delivered in an interesting way.[D] Because most students feel studying history is a waste of time.16、[參考答案]C

16、[題目解釋]無

17.[A] In Britain.[B] In Concord.[C] In Lexington.[D] In Boston.17、[參考答案]D

17、[題目解釋]無

18.[A] That the British would attack by sea.[B] That the British were retreating.[C] That the British were willing to sign a treaty.[D] That the British had won the first battle.18、[參考答案]A

18、[題目解釋]無

19.[A] In 1774.[B] In 1776.[C] In 1775.[D] In 1777.19、[參考答案]C

19、[題目解釋]無

題 2026 Section1

23.[A] More work as an instructor.[B] A higher salary.[C] A longer vacation period.[D] A research assignment.23、[參考答案]A

23、[題目解釋]觀察本題的四個選項，work、salary、vacation和assignment暗示對話很可能與工作相關(guān)。而這題選項中出現(xiàn)finish his degree好像又與學(xué)習(xí)有關(guān)，有些矛盾。而當(dāng)聽音時，就會發(fā)現(xiàn)原來是學(xué)生做兼職工作。對話中女士開門見山地提到Frank的助教工作，接下來對他的工作給與了肯定，提到keep the Teaching Assistant on a little longer，也就是希望Frank繼續(xù)工作一段時間，后面的對話都是圍繞此話題展開。至于salary和vacation對話中沒有涉及。

24.[A] He'll start next week.[B] He wouldn't enjoy it.[C] He would like time to decide.[D] He wants his adviser's opinion.24、[參考答案]C

24、[題目解釋]順著第一題的思路，本題考查男士對工作有什么想法。女士征求意見時，男士表示I sure would，接著用but進行轉(zhuǎn)折，表示不確定，又列舉了自己的情況，最后要求have a few days to think about it，確定答案為(C)。長對話與短對話的區(qū)別之一就是長對話的答案有時可以從多個方面推導(dǎo)，因為長對話更能體現(xiàn)連貫性和一致性。

25.[A] Finish his degree in the fall.[B] Let someone else read his evaluation.[C] Consider taking fewer courses.[D] Get more teaching experience.25、[參考答案]D

25、[題目解釋]but后的內(nèi)容往往很重要，本題考查的重點正在此處。女士說不希望男士耽誤學(xué)業(yè)，但用but進行轉(zhuǎn)折，認為男士應(yīng)該consider getting more experience in the classroom，這與前面希望他繼續(xù)當(dāng)助教的意思是一致的。

26.[A] Frank's talent for teaching.[B] Frank's interesting approach to research.[C] A present he received for graduation.[D] A congratulatory letter from the department.26、[參考答案]A

26、[題目解釋]女士贊揚男士You seem to have a real gift，gift一般有兩個意思，即禮物(present)和天賦(talent)。整個對話中，女士對男士的能力贊賞有加，不難看出gift表示talent的意思。

題 2733

Section3

30.[A] Two hundred dollars.[B] Three hundred dollars.[C] Two thousand dollars.[D] Three thousand dollars.30、[參考答案]C

30、[題目解釋]在聽錄音之前預(yù)覽所有選項，可以猜測本篇對話涉及的內(nèi)容很可能與銀行有關(guān)。本題的問題正是女士問男士的話“how much money do you want to deposit to start with”，只要留意到男士的回答“Two thousand dollars”，就能馬上得出答案(C)。

31.[A] To buy some national debt.[B] To open a savings account.[C] To ask the interest rate.[D] To withdraw some money.31、[參考答案]B

31、[題目解釋]男士說“I'm on my way to the bank"是為了open a savings account，即選項(B)；接下來，女士再次提到open a savings account，這其實是降低了此題的難度。

32.[A] He has to use a password.[B] He has to show his ID card.[C] He on13/ needs to fill out a withdrawal form.[D] He needs to fill out a withdrawal form and hand in the check book.32、[參考答案]D

32、[題目解釋]男士問withdraw money是否方便，女士很熱心，不但回答他取錢非常easy，而且告訴他如何取錢——need to fill out a withdrawal form and hand in your check book together with it，即選項(D)。

33.[A] Both time deposit and current deposit have the same interest rate.[B] The interest rate is high for current deposit.[C] The interest rate is low for time deposit.[D] The interest rate varies with different kinds of deposit.33、[參考答案]D

33、[題目解釋]女士說銀行有兩種存款方式-time deposit and current deposit。后來，男士問女士是否知道存款的interest rate，女士說 “For current deposit it is very low”，言外之意就是For time deposit it is high。選項(D)是對此的歸納總結(jié)。如果知道interest rate、current deposit和time deposit的意思分別是“利率”、“活期存款”和 “定期存款”，根據(jù)常識，只看選項就可以排除其他三項。

題 3440

Section5

37.[A] To ask for help finding a job.[B] To ask him to give her some advice.[C] To invite him to go shopping with her later.[D] To find out what he's doing during the summer.37、[參考答案]B

37、[題目解釋]根據(jù)Denise說話的內(nèi)容，他已經(jīng)得到了一份管理一個在購物中心的一家服裝店的工作，可是他的一個教授告訴他,他可能能參加一個在Wayfarer Hotel的暑期培訓(xùn)計劃。這兩個機會他都不想錯過，可見他是向Kelly征詢意見的。而從Kelly最后說if I were you，I'd take it anyway也可判斷Ken是在給他提供意見，因此答案選(B)。

38.[A] He might get a good job later.[B] He could stay at a hotel at a discount.[C] He might be able to get course credits for her work.[D] It'd give him a chance to make a tot of money immediately.38、[參考答案]A

38、[題目解釋]根據(jù)對話中it might lead to something with them after graduation．They're one of the biggest hotel chains in the area，其中l(wèi)ead to something with them after graduation指的是畢業(yè)后能得到一份好工作，因此答案選(A)。

39.[A] He'll have to work at the hotel during the school year.[B] He'll have to work long hours.[C] His rent will be expensive.[D] It doesn't pay very well.39、[參考答案]D

39、[題目解釋]Denise在談到暑期的培訓(xùn)項目時說the problem is that I wouldn't be making nearly as much money as 1 would be working in the clothing store，由此可見(D)項正確。

40.[A] Visit the hotel.[B] Work in the clothing store.[C] Continue her job search for a while.[D] Make extra money while taking classes.40、[參考答案]D

40、[題目解釋]Kelly最后說如果是她，她就會參加暑期培訓(xùn)，接著說You can always get a job during the school year next year to make a few extra bucks，(D)項是對此的同義轉(zhuǎn)述。

第五篇：淺談英語自主學(xué)習(xí)

淺談英語自主學(xué)習(xí)

人類已經(jīng)進入了21世紀，以信息技術(shù)為主要標(biāo)志的科技進步日新月異?，F(xiàn)在的社會是一個終身學(xué)習(xí)的社會，一個人只有具備了獲取信息能力，才能獲取更強的可持續(xù)發(fā)展能力和更多的終身教育的機會。如何讓學(xué)生能在一生中不斷地獲得新知識，適應(yīng)信息化、學(xué)習(xí)化社會的要求已成為我們每一個教育工作者必須面對的現(xiàn)實。學(xué)校教育必須以學(xué)生的發(fā)展為宗旨，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力，這是社會的要求、時代的需要。

然而，究竟何謂自主學(xué)習(xí)？

一、自主學(xué)習(xí)的定義

關(guān)于自主學(xué)習(xí)目前尚無一致看法。但自主學(xué)習(xí)的關(guān)鍵是學(xué)習(xí)者的態(tài)度和能力。因此引導(dǎo)高中學(xué)生進行英語自主學(xué)習(xí)應(yīng)從以下五個方面入手

☆學(xué)生對英語學(xué)習(xí)的態(tài)度；

☆學(xué)生對教學(xué)目標(biāo)的認同；

☆學(xué)生使用的學(xué)習(xí)策略；

☆學(xué)生對自己學(xué)習(xí)的監(jiān)督；

☆學(xué)生對自己學(xué)習(xí)結(jié)果的評價

二、引導(dǎo)學(xué)生進行自主學(xué)習(xí)策略

1.激發(fā)學(xué)生的學(xué)習(xí)動機，培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣。

學(xué)生首先要有端正的學(xué)習(xí)態(tài)度，積極向上的學(xué)習(xí)動機。在沒有外部壓力或要求的情況下，學(xué)生如果缺乏內(nèi)在的學(xué)習(xí)動機，沒有“我要學(xué)”的積極心理，就很難正確地制定學(xué)習(xí)目標(biāo)，有效地監(jiān)控學(xué)習(xí)過程，保證較好的學(xué)習(xí)效果，自主學(xué)習(xí)也就無從談起。實驗證明，端正的學(xué)習(xí)態(tài)度、良好的學(xué)習(xí)動機是自主學(xué)習(xí)能否順利實施的重要條件。學(xué)習(xí)態(tài)度或動機不端正是我們學(xué)校學(xué)生普遍存在的問題，針對這一情況，我們主要要從增強學(xué)習(xí)自信心著手。在很多情況下學(xué)生學(xué)習(xí)動機不足，有厭學(xué)、畏學(xué)的傾向，并不是智力問題，而是對自身能力產(chǎn)生懷疑，或者有錯誤的認識，即覺得自己沒有能力完成學(xué)習(xí)任務(wù)，或覺得自己的能力不可能改變或提高。在教學(xué)中，我們盡可能：1）讓學(xué)生獲得成功的體驗；2）引導(dǎo)學(xué)生坦然面對失?。?）鼓勵學(xué)生接受挑戰(zhàn)性任務(wù)等。除此之外，激發(fā)英語學(xué)習(xí)的動機，要利用學(xué)生本身固有的動機，如好奇心、學(xué)生對成功的愿望、愛玩、好動等天性；同時，還要注意保護學(xué)生的自尊心，不要降低、挫傷學(xué)生的學(xué)習(xí)動機。有了好的動機，還要有濃厚的學(xué)習(xí)興趣，“興趣是最好的老師”，學(xué)習(xí)興趣是學(xué)習(xí)的動力，帶著內(nèi)在的學(xué)習(xí)興趣學(xué)習(xí)的學(xué)生能夠積極主動地投入到學(xué)習(xí)過程中去。激發(fā)學(xué)生學(xué)習(xí)英語的興趣，要先從課堂入手，創(chuàng)設(shè)豐富的教學(xué)情景，讓學(xué)生帶著興趣去體驗英語在現(xiàn)實生活中的運用，培養(yǎng)求知欲，潛移默化地培養(yǎng)學(xué)生自主學(xué)習(xí)英語的興趣，并使之持之以恒。如：值日生專題報告。有計劃地安排每日的值日生專題報告學(xué)生可用簡單的英語,就天氣、出勤、班內(nèi)好人好事等情況進行匯報，也可以講故事、笑話、猜字謎、朗誦詩歌、演唱英文歌曲、自編對話小品等。同時還

要了解學(xué)生的活動。如果學(xué)生剛看了一場電影，就讓學(xué)生就該電影作幾句簡評。假如學(xué)生昨天剛舉行了年級足球比賽，讓他們就此作一短小新聞發(fā)表。還可讓學(xué)生就所讀書報雜志談讀后感等。這樣做不僅給學(xué)生提供表現(xiàn)自己才能的機會，提高口語表達能力，更重要的是激發(fā)了學(xué)生的學(xué)習(xí)興趣，強化了自主學(xué)習(xí)的意識。

2.精心設(shè)計課堂“任務(wù)”，促使學(xué)生自主認同教學(xué)目標(biāo)。

《英語課程標(biāo)準(zhǔn)》對英語教學(xué)提出了“任務(wù)型”教學(xué)的要求。因此，引導(dǎo)學(xué)生進行自主學(xué)習(xí)，要創(chuàng)造性地設(shè)計貼近學(xué)生實際的教學(xué)活動，以學(xué)生的生活經(jīng)驗和興趣為出發(fā)點，吸引學(xué)生積極參與。通過學(xué)生合作學(xué)習(xí)，小組分工，以思考、調(diào)查、討論、交流和合作等方式，學(xué)習(xí)和使用英語，完成學(xué)習(xí)任務(wù)。

在這個過程中，1）充分信任每一位學(xué)生，大膽放手讓學(xué)生獨自學(xué)習(xí)。教師首先要告知學(xué)生他們的任務(wù)和目標(biāo)，然后是不斷地指導(dǎo)和培養(yǎng)并提高他們的自主學(xué)習(xí)和自學(xué)能力。給學(xué)生充分的時間和空間，讓他們自己讀書，自己感受事物，自己觀察、分析和思考，從中明白事理，掌握知識，提高能力。

2）把握好課題的難易度，尊重個體差異，重視個別指導(dǎo)。學(xué)生的個體差異是客觀存在的，因此無論是在內(nèi)容上、方法上、速度上要照顧好各種層次上的差異，幫助每個學(xué)生優(yōu)化自己的學(xué)習(xí)過程，讓他們的學(xué)習(xí)更加自主和有效。

3）不斷肯定成績，不吝嗇表揚。要因勢利導(dǎo)，通過恰當(dāng)?shù)臅r機、途徑和場合，讓學(xué)生充分展示各自的特長，使學(xué)生能夠體驗到學(xué)習(xí)成功的喜悅，產(chǎn)生成就感，再把成功的喜悅化作學(xué)習(xí)的動力，增強學(xué)習(xí)的自信心。學(xué)生一旦體驗到學(xué)習(xí)成功的樂趣，自然會產(chǎn)生更大、更多成功的欲望，誘發(fā)更為主動的參與，更為積極的思維，從而使主動參與學(xué)習(xí)成為一種持久強烈的意識，最終形成自主學(xué)習(xí)的內(nèi)在機制，實現(xiàn)自主學(xué)習(xí)。

這樣做不僅調(diào)動了學(xué)生參與的積極性而且促進了學(xué)生對教學(xué)目標(biāo)的認同，達到了學(xué)以致用的目的。

3.引導(dǎo)學(xué)生使用有效的學(xué)習(xí)策略，提高學(xué)習(xí)英語的效果。

學(xué)習(xí)策略指有助于語言學(xué)習(xí)的學(xué)習(xí)方法和行為。學(xué)生在樂于學(xué)習(xí)英語的動機和興趣的基礎(chǔ)上還要掌握一些學(xué)習(xí)策略，提高學(xué)習(xí)效果。

讓學(xué)生堅持寫學(xué)習(xí)周記，并不斷反思自身的學(xué)習(xí)觀念和學(xué)習(xí)策略。通過總結(jié)歸納本周學(xué)習(xí)內(nèi)容，梳理和復(fù)習(xí)知識要點、難點及習(xí)題中做錯的題，自我反思本周學(xué)習(xí)的“得”與“失”，探討學(xué)習(xí)技巧和策略，創(chuàng)造機會讓學(xué)生們互相交流學(xué)習(xí)經(jīng)驗，互相學(xué)習(xí)取長補短。

4.引導(dǎo)學(xué)生自我監(jiān)督、管理、評價，并根據(jù)需要調(diào)整學(xué)習(xí)目標(biāo)和學(xué)習(xí)策略。

1）幫助學(xué)生摒棄畏難情緒，改變自身被動的學(xué)習(xí)態(tài)度，讓學(xué)生活躍起來、興奮起來、行動起來。不斷反思學(xué)習(xí)過程中出現(xiàn)的優(yōu)勢與不足之處，增強自我意識，調(diào)整學(xué)習(xí)策略。

2）讓學(xué)生建立學(xué)習(xí)檔案，內(nèi)容包括學(xué)習(xí)計劃內(nèi)有關(guān)的全部資料以及閱讀、寫作、聽力、測試試卷等方面的檔案。如：自己的作文、書法、筆記、作業(yè)試卷

改錯記錄；以及課外閱讀精彩片段、聽力練習(xí)、聽廣播、看電視、讀雜志、收集新詞等的檔案記錄。學(xué)習(xí)檔案既是學(xué)生制定學(xué)習(xí)目標(biāo)和自我評價的重要參考，又可不斷回顧檔案內(nèi)容，不斷改進，從而摸索出適合自己的學(xué)習(xí)方法。

3）發(fā)揮優(yōu)秀生的帶頭作用，實現(xiàn)學(xué)生自治。在班級內(nèi)組建英語智囊團。成員由英語成績較突出同學(xué)組成，并同時兼任班內(nèi)英語學(xué)習(xí)小組的組長。負責(zé)收發(fā)批改作業(yè)、檢查聽寫單詞、背誦課文等，還要定期搜集、整理、討論并解答本組學(xué)生學(xué)習(xí)中遇到的疑難問題。這樣做實際上組長是在當(dāng)“小老師”，不僅增強了學(xué)生的參與意識而且還培養(yǎng)了學(xué)生發(fā)現(xiàn)問題、思考問題和解決問題的能力。優(yōu)秀生得到了很好的鍛煉，起到了很好的帶頭作用。

評價有利于培養(yǎng)學(xué)生對學(xué)習(xí)負責(zé)的態(tài)度，并能促使學(xué)生學(xué)會思考，隨時看到自己取得的成績和存在的不足，幫助反思自主學(xué)習(xí)過程，調(diào)整學(xué)習(xí)目的和學(xué)習(xí)策略，樹立新的超越自我的學(xué)習(xí)目標(biāo)，更有效地進一步學(xué)習(xí)。

三、結(jié)束語

引導(dǎo)學(xué)生進行自主學(xué)習(xí)，是一個循序漸進的過程。通過以上方式和途徑相信能夠提高學(xué)生自主學(xué)習(xí)的能力，使學(xué)生為終身學(xué)習(xí)語言打下堅實的基礎(chǔ)。

參考書目：

Dickinson, L.1987.Self-instruction in language learning.Cambridge University Press.Hutten ,I.1986.Towards Learner Autonomy in Foreign Language Learning in Senior Seconary School.Acta Universitats Ouluenss.Little, D.1990.Autonomy in Language Learning.CILT.鄭玉瓊論自主學(xué)習(xí)及其能力的培養(yǎng)，中小學(xué)外語教學(xué)2002年第7期 鄧曉芳高中學(xué)生反思學(xué)習(xí)能力的培養(yǎng)，中小學(xué)外語教與學(xué)2002年第11期

全日制義務(wù)教育普通高級中學(xué)英語課程標(biāo)準(zhǔn)（實驗稿）

（二）中小學(xué)外語教學(xué) 2001年第12期。

普通高中英語課程標(biāo)準(zhǔn)（實驗）中華人民共和國教育部制定人民教育出版社

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