基于学习策略培训的中职英语听力自主学习教学实证研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-06-13编辑:lgg点击率:6059
论文字数:36892论文编号:org201605091909118398语种:英语 English地区:中国价格:$ 66
关键词:英语教学论文学习策略培训英语听力教学自主学习
摘要:本文是英语教学论文,通过对中职学生的自主性英语听力学习能力及存在的问题进行调查,了解中职学生的实际自主学习能力的现状,在系统的研究现阶段的中职英语听力教学现状的基础上,分析中职英语听力教学存在的主要问题及其原因。
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1.2.2 Significance of the Study
Autonomous learning is a kind of learning method that is strongly advocated by a new round of basic education curriculum reform in China, it reflects the needs of the current education reform and quality-oriented education in our country. The goal of education is to cultivate learners’ autonomy, to enable learners to acquire the capacity for sustainable development. Only when learners have autonomous learning ability can they carry on lifelong learning and sustainable development. Autonomous learning has important significance for individual development, it is the foundation of individual lifelong development, it also is the requirement of social development and educational development. In a word, students’ autonomous learning is not only the effective method to improve students’ academic achievements, but is also the foundation of their lifelong learning and development.
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Chapter Two Literature Review
Autonomous learning is an important subject in the current education research. In this chapter, a brief review of autonomous learning and its theoretical basis and its study
history and current situation will be presented.
2.1 Autonomous Learning
Although the concept of 'autonomous learning' has been proposed for many years, so far there is no uniform conclusion on its definition. First of all, in terms of its name, in addition to “autonomous learning”, western scholars use the following terms: “learner autonomy”, “self-directed learning”, “self-access learning” and “independent learning”, etc. (quoted from Hedge 2000). Secondly, when Chinese scholars introduced the concept of autonomous learning, they also don’t have a fixed translation. At the same time, in regard to the definition of “autonomous learning”, different scholars give different explanations. Hua Weifen synthesized these definitions and roughly divided them into the following four types: ability theory, environment theory, responsibility theory and complex theory. (Hua Weifen 2002) The main representatives of ability theory are Holec and Bergen. Holec considers that autonomous learning ability is a kind of ability that students have which is responsible for their own learning, but the ability is not a kind of natural ability, it is a kind of ability that can be acquired only by natural ways or specialized systemic learning. He emphasizes that autonomous learning must have two necessary preconditions: above all, the learners have the ability and are willing to be responsible for their &nb
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