高职院校英语自主学习：障碍与对策

自主学习是语言教学领域的一个热门术语。在全世界范围内,自主学习已经开始成为一个教育目标,同时也成为语言学习方法中不可或缺的一部分。然而,高职院校学生能否得到有效地进行自主学习呢?这是本研究所要回答的问题。高职院校教育目的是为了培养能够适应市场需要,合格的、高素质的技术型人才,为学习者今后的就业乃至终身学习奠定基础。面对生源水平总体低下的这一特殊性,很多英语教师对于自主学习的可行性提出了质疑。本研究采用观察、采访、问卷调查等方法,从分析高职院校自主学习的障碍入手,提出有效的对策,旨在促进学生英语自主学习的能力。自主学习的障碍主要来自外因和内因两个方面。外因来自教师和学校两方面;内因来自学生自身方面,如缺乏学习责任感和自主意识等。在分析障碍的基础上,作者提出了教师培养学生自主学习的应对措施,包括培养学习者自主意识、发挥教师在自主学习过程中的作用、创造积极的课堂环境、运用有效的教学策略、指导和培训学习策略、采用基于“问题解决策略”的六步英语课堂教学模式。研究表明,自主学习能够发展学生的学习能力并提高英语学习,运用本研究提出的英语教学对策有助于养成和发展高职学生的自主学习习惯。【关键词】：自主学习障碍对策高职院校
【论文提纲】：摘要2-3Abstract3-4中文文摘4-6Synopsis6-9Contents9-11ChapterOneIntroduction11-161.1Background11-121.2LiteratureReview12-141.2.1ResearchesonlearnerautonomyintheWest121.2.2TheResearchanddevelopmentonlearnerautonomyinChina12-141.2.3Descriptionoflearnerautonomy141.urposeofthestudy14-16ChapterTwoObstaclesofEnglishLearnerAutonomyinVC16-232.1ObstaclesofEnglishlearnerautonomyinVC16-212.1.1Obstacleromextrinsicfactors16-182.1.1.1Obstacleromteachers16-172.1.1.2Obstacleromcollegeauthority17-182.1.2Obstacleromintrinsicfactors18-212.1.2.1Lackofsenseofresponsibilityandtheawarenessofautonomy18-192.1.2.2Lowsenseofself-identity192.1.2.3Lowsenseofself-efficacy192.1.2.4LackintrinsicmotivationinEnglishlearning19-202.1.2.5Lackoflearningstrategies20-212.2NecessityandpossibilitytopromotelearnerautonomyinVC21-232.2.1NecessitytopromotelearnerautonomyinVC21-222.2.1.1Callsofmodernsociety212.2.1.2NeedsofthegoalsincollegeEnglishteaching21-222.2.1.3Needsofthegoalinhighervocationaleducation222.2.2PossibilitytopromotelearnerautonomyinVC22-232.2.2.1Teachers'rolesinpromotionoflearnerautonomy222.2.2.2Students'rolesinpromotionoflearnerautonomy22-23ChapterThreeCountermeasurestoCultivateLearnerAutonomyinVC23-403.1Raisestudents'awarenessofautonomylearning233.2Unleashteachers'roles23-263.3Createpositiveenvironment26-283.3.1Extrinsicenvironment273.3.2Intrinsicenvironment:mentalatmosphereinclassroomteaching27-283.4Strategiesofclassroomlanguageteaching28-333.4.1Usevariouslead-inmethods28-293.4.1.1Presentinterestingtopics28-293.4.1.2Presentsomeproverbsconcerned293.4.1.resenttitleoftheunit293.4.2Usevariouspresentationsofnewlesson29-333.4.2.1Conductcooperativelearningstrategy30-313.4.2.2Useproblem-basedteachingstrategy31-323.4.2.3Usereciprocalteachingstrategy32-333.4.2.4Usenetwork-basedteachingstrategy333.5Learningstrategyinstruction33-403.5.1Cognitivestrategyinstruction35-363.5.1.1Self-motivatedcontract353.5.1.2Notetaking35-363.5.2Metacognitivestrategiestraining36-373.5.2.1Self-reflection36-373.5.2.2Self-report373.5.3Specificskillsstrategiesinstruction37-40ChapterFourATeachingModeofClassroomTeaching40-474.1Presentationofasix-stageteachingmode40-414.2Ateachingcaseofsix-stageteachingmode41-47ChapterFiveConclusion47-505.1Majorfindings47-485.2Teachingimplications48-495.3Limitationsandexpectations49-50References50-54Acknowledgements54-55