PEW-學業(yè)檔案-電子郵件-新視野大學英語網(wǎng)站-基于網(wǎng)絡的自主學習模式-學習者自主性-大學英語教學.doc

PEW論文：網(wǎng)絡環(huán)境下提高非英語專業(yè)大學生英語自主學習能力的研究【中文摘要】”自主學習”這一概念源于對學習者終生學習與獨立學習技能發(fā)展的討論,之后,自主學習一直是,并且現(xiàn)在仍然是教育界與心理學界研究的重要話題,在外語教學領域中所公認的一點就是外語教學的最終目標是實現(xiàn)學習者的自主學習。自主學習的最早提出者之一,Holec就曾經(jīng)指出,外語教學有兩個目標:一是幫助學習者獲得語言交際技能,一是要幫助學習者獲得自主學習能力。隨著多媒體與網(wǎng)絡技術(shù)在英語教學中在廣泛應用,大量院校開始將網(wǎng)絡并入英語教學中,網(wǎng)絡為學生進行自主學習提供了便利,這就要求學生掌握必要的自主學習能力,以便于他們能夠更好的適應這種新的教學模式。但事實上學生的自主學習過程中存在一定的問題,例如,有些學生的學習帶有盲目性,有些學生不能很好的處理來自網(wǎng)絡的信息,也有些學生不能對自己的學習進行合理的反思與評價,等等。這些問題很可能會導致學生自主學習效率低下,從而使多媒體與網(wǎng)絡的作用得不到充分的發(fā)揮,教學效果并不樂觀。基于以上提到的一些現(xiàn)狀與問題,作者針對如何在以網(wǎng)絡為基礎的自主學習教學模式下提高非英語專業(yè)學生自主學習能力進行了實證性研究。對此,作者提出將PEW,也就是學業(yè)檔案、電子郵件、與新視野大學英語網(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.【關鍵詞】PEW 學業(yè)檔案 電子郵件 新視野大學英語網(wǎng)站 基于網(wǎng)絡的自主學習模式 學習者自主性 大學英語教學【英文關鍵詞】PEW Portfolio Email NHCE Website Web-based autonomous teaching and learning environment learner autonomy college English teaching【索購全文】聯(lián)系Q1：138113721 Q2：139938848【目錄】網(wǎng)絡環(huán)境下提高非英語專業(yè)大學生英語自主學習能力的研究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