【摘要】：近年來,自主學(xué)習(xí)逐漸成為國內(nèi)英語教學(xué)界的一個熱門話題,也是今后中學(xué)英語教學(xué)發(fā)展的新趨勢。但是在學(xué)生自主學(xué)習(xí)能力模式的探究上還存在理論和實(shí)踐脫節(jié)的現(xiàn)象,實(shí)證研究較少,對初中英語自主學(xué)習(xí)模式的探討就更為稀少。在這種情況下將現(xiàn)有的國內(nèi)外有關(guān)自主學(xué)習(xí)研究的理論成果運(yùn)用于初中學(xué)生英語自主學(xué)習(xí)能力的培養(yǎng),探索一種有效的初中學(xué)生英語自主學(xué)習(xí)模式,對提高初中英語教學(xué)的有效性非常有意義。為此本研究以理論和實(shí)踐相結(jié)合的方法,以初中學(xué)生英語寫作能力培養(yǎng)為研究范疇,對旨在培養(yǎng)英語寫作能力的初中英語自主學(xué)習(xí)模式進(jìn)行實(shí)證研究。本研究以人本主義、認(rèn)知心理學(xué)、建構(gòu)主義等為理論基礎(chǔ),探究影響初中學(xué)生英語自主學(xué)習(xí)的內(nèi)部和外部因素,在此基礎(chǔ)上進(jìn)一步提出構(gòu)建旨在培養(yǎng)英語寫作能力的初中英語自主學(xué)習(xí)模式,并嘗試解決其在本實(shí)證研究中運(yùn)用的相關(guān)問題。本研究選取永安市某一中學(xué)七年級的兩個班級,采用教育測量法、問卷調(diào)查法、教育實(shí)驗(yàn)法等實(shí)證研究方法,進(jìn)行了為期一個學(xué)期的調(diào)查和實(shí)驗(yàn)。本實(shí)證研究發(fā)現(xiàn),初中男、女生在自主學(xué)習(xí)能力上有比較明顯的差異,初中學(xué)生自主學(xué)習(xí)能力的差異源自于他們學(xué)習(xí)基礎(chǔ)的不同。實(shí)驗(yàn)結(jié)果表明:除了英語寫作學(xué)習(xí)成績,自主學(xué)習(xí)模式在提高初中學(xué)生的英語學(xué)習(xí)興趣、學(xué)習(xí)態(tài)度、語言的交際能力等方面均有較明顯的效果。實(shí)踐進(jìn)一步證明,在初中英語教學(xué)中實(shí)施自主學(xué)習(xí)模式以提高學(xué)生的英語寫作能力是很有必要的,也是完全可行的。
[Abstract]:In recent years, autonomous learning has gradually become a hot topic in the field of English teaching in China, and it is also a new trend in the development of English teaching in middle schools in the future. However, there is still a disconnect between theory and practice in the exploration of students' autonomous learning ability model. There are few empirical studies and less research on the autonomous learning model of junior high school English. In this case, the existing domestic and foreign theoretical achievements on autonomous learning are applied to the cultivation of junior high school students' English autonomous learning ability, and an effective model of English autonomous learning for junior high school students is explored. It is of great significance to improve the effectiveness of English teaching in junior high school. Therefore, the present study takes the cultivation of junior high school students' English writing ability as the research category by combining theory and practice, and makes an empirical study on the model of junior high school English autonomous learning aimed at cultivating English writing ability. Based on the theories of humanism, cognitive psychology and constructivism, this study explores the internal and external factors that affect English autonomous learning of junior high school students. On this basis, the author further proposes to construct a model of English autonomous learning in junior high school which aims to cultivate English writing ability, and try to solve the related problems used in this empirical study. In this study, two classes of seventh grade in a middle school in Yongan City were selected and investigated and experimented for one semester with the methods of educational measurement, questionnaire investigation and educational experiment. This empirical study shows that there are obvious differences in autonomous learning ability between boys and girls in junior high school, and the difference in autonomous learning ability of junior high school students originates from the difference of their learning basis. The experimental results show that, in addition to English writing achievement, autonomous learning model has obvious effects in improving junior high school students' interest in English learning, learning attitude, language communicative competence and so on. Practice further proves that it is necessary and feasible to implement autonomous learning model in junior middle school English teaching to improve students' English writing ability.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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