PEW 學(xué)業(yè)檔案 電子郵件 新視野大學(xué)英語(yǔ)網(wǎng)站 基于網(wǎng)絡(luò)的自主學(xué)習(xí)模式 學(xué)習(xí)者自主性 大學(xué)英語(yǔ)教學(xué)

PEW論文：網(wǎng)絡(luò)環(huán)境下提高非英語(yǔ)專(zhuān)業(yè)大學(xué)生英語(yǔ)自主學(xué)習(xí)能力的研究【中文摘要】”自主學(xué)習(xí)”這一概念源于對(duì)學(xué)習(xí)者終身學(xué)習(xí)與獨(dú)立學(xué)習(xí)技能發(fā)展的討論,之后,自主學(xué)習(xí)始終是,并且目前仍然是教育界與心理學(xué)界研究的重要話題,在外語(yǔ)教學(xué)領(lǐng)域中所公認(rèn)的一點(diǎn)就是外語(yǔ)教學(xué)的最后目的是實(shí)現(xiàn)學(xué)習(xí)者的自主學(xué)習(xí)。自主學(xué)習(xí)的最早提出者之一,Holec就曾經(jīng)指出,外語(yǔ)教學(xué)有兩個(gè)目的:一是協(xié)助學(xué)習(xí)者獲得語(yǔ)言交際技能,一是要協(xié)助學(xué)習(xí)者獲得自主學(xué)習(xí)能力。隨著多媒體與網(wǎng)絡(luò)技術(shù)在英語(yǔ)教學(xué)中在廣泛應(yīng)用,大量院校開(kāi)始將網(wǎng)絡(luò)并入英語(yǔ)教學(xué)中,網(wǎng)絡(luò)為學(xué)生進(jìn)行自主學(xué)習(xí)提供了便利,這就規(guī)定學(xué)生掌握必要的自主學(xué)習(xí)能力,以便于她們可以更好的適應(yīng)這種新的教學(xué)模式。但事實(shí)上學(xué)生的自主學(xué)習(xí)過(guò)程中存在一定的問(wèn)題,例如,有些學(xué)生的學(xué)習(xí)帶有盲目性,有些學(xué)生不能較好的解決來(lái)自網(wǎng)絡(luò)的信息,也有些學(xué)生不能對(duì)自己的學(xué)習(xí)進(jìn)行合理的反思與評(píng)價(jià),等等。這些問(wèn)題很也許會(huì)導(dǎo)致學(xué)生自主學(xué)習(xí)效率低下,從而使多媒體與網(wǎng)絡(luò)的作用得不到充足的發(fā)揮,教學(xué)效果并不樂(lè)觀。基于以上提到的某些現(xiàn)狀與問(wèn)題,作者針對(duì)如何在以網(wǎng)絡(luò)為基本的自主學(xué)習(xí)教學(xué)模式下提高非英語(yǔ)專(zhuān)業(yè)學(xué)生自主學(xué)習(xí)能力進(jìn)行了實(shí)證性研究。對(duì)此,作者提出將PEW,也就是學(xué)業(yè)檔案、電子郵件、與新視野大學(xué)英語(yǔ)網(wǎng)站融入該模式中.【英文摘要】The concept of“autonomous learning”first originated from discussion on the development of life-long and independent learning skills. It has been and is still an important concern in the field of education and psychology. In EFL (English as Foreign Language), it has become the common knowledge that the ultimate goal of language teaching and learning is autonomous learning. Holec (1981:23-25), one of the early advocates of autonomous learning, points out that there are two objectives of foreign language teach.【核心詞】PEW 學(xué)業(yè)檔案 電子郵件 新視野大學(xué)英語(yǔ)網(wǎng)站 基于網(wǎng)絡(luò)的自主學(xué)習(xí)模式 學(xué)習(xí)者自主性 大學(xué)英語(yǔ)教學(xué)【英文核心詞】PEW Portfolio Email NHCE Website Web-based autonomous teaching and learning environment learner autonomy college English teaching【索購(gòu)全文】聯(lián)系Q1： Q2：【目錄】網(wǎng)絡(luò)環(huán)境下提高非英語(yǔ)專(zhuān)業(yè)大學(xué)生英語(yǔ)自主學(xué)習(xí)能力的研究Abstract6-7摘要8-15Chapter 1 Introduction15-181.1 Background of the study15-161.2 Significance of the study16-171.3 Structure of the study17-18Chapter 2 Literature Review18-262.1 Studies on autonomous learning18-232.1.1 Defining autonomous learning18-192.1.2 Elements affecting autonomous learning19-222.1.2.1 Metacognition19-202.1.2.2 Motivation202.1.2.3 Strategy20-212.1.2.4 Goal-setting212.1.2.5 Teachers role21-222.1.3 Studies of autonomous learning at home and abroad22-232.2 Web-based learning23-242.2.1 Defining web-based learning232.2.2 Characteristics of web-based learning23-242.3 Web-based autonomous learning24-26Chapter 3 The Research Design and Methodology26-293.1 Research context263.2 Research objectives and hypothesis26-273.3 Subjects273.4 Instruments27-283.4.1 English proficiency tests27-283.4.2 Questionnaire283.5 Data analysis instrument28-29Chapter 4 Experiment on Enhancing StudentsAutonomy under Web-based Teaching and Learning Environment29-394.1 Objective of the experiment294.2 Experiment design294.3 The Instruments employed in the experiment29-344.3.1 Portfolio30-314.3.2 E-mail314.3.3 NHCE website31-344.4 Procedures34-394.4.1 Preparatory period34-354.4.2 Implementation period354.4.3 Illustration of the teaching procedure35-39Chapter 5 Data Collection and Analysis39-795.1 Data from both the pre-test and post-test39-445.2 Data from pre-experiment questionnaire44-745.2.1 Metacognitive ability44-545.2.1.1 Studentsbelief in autonomous learning45-495.2.1.2 Management on learning content49-505.2.1.3 Learning evaluation50-545.2.2 Learning motivation54-585.2.3 Learning strategy58-675.2.3.1 Learning strategy58-625.2.3.2 Help-seeking62-655.2.3.3 Cooperative learning65-675.2.4 Studentsgoal-setting67-705.2.5 Teachers role70-745.2.6 Summary of pre-experiment questionnaire745.3 Data from post-experiment questionnaire74-795.3.1 Attitude towards on-line learning74-785.3.2 Summary of post-experiment questionnaire78-79Chapter 6 Conclusion79-826.1 Major findings79-806.2 Pedagogical implications80-816.3 Limitations81-82References82-86Appendix86-89Appendix89-97Acknowledgements97-98攻讀研究生學(xué)位期間刊登的論文98-99