高中英语教师自主与学习者自主的相关研究

发布时间：2018-06-21 00:25

本文选题：自主 + 学习者自主　；参考：《赣南师范学院》2015年硕士论文

【摘要】：自主已经在外语教与学中起着很重要的作用,因而学习者自主就成为这一领域的重要研究目标之一。随着学习者自主的兴起,教师自主也逐渐成为英语语言研究者们的研究重点,尽管教师自主源于学习者自主,但是它却被公认为是影响学习者自主发展的重要因素之一。教师自主也逐渐成为研究目标呈现在研究者们的研究中。研究者们也慢慢着重对教师自主和学习者自主的相关研究,研究对象却是正在高校就读的英语专业和非英语专业的大学生,而本文的作者就将教师自主与学习者自主的相关研究问题进行研究对象的下移,即在高中阶段来进行实证研究,进而指导教师的教与学生的学。本文以定性研究与定量研究相结合,调查高中阶段教师自主与学习者自主的相关。教师自主与学习者自主两者关系是否密切,能否对学习者的学习英语这门语言产生积极的影响这两个假设在本文会逐一分析。本文研究对象是高中在校学生和高中在校的一线英语教师,用问卷和访谈两种主要的研究方法调查兴国平川中学英语教与学的现状,教师的教是否对学生的学产生积极的影响。调查结果也将在文章中详细地阐述。本文共有五个章节组成,首先第一章阐述了研究背景和研究意义。国外外语界教学界对自主学习的讨论始于20世纪70年代中期,进而研究学习者自主和教师自主。第二章主要呈现了国内外学者对教师自主和学习者自主研究的文献综述,分别对自主、学习者自主、教师自主进行了概念界定。学习者自主指的是学习者不完全依赖于教师的指导或者是他们不完全依靠教师专门设计的教学材料为学习情景,同时也指的是学习者对他们自己的学习负起最起码最基本的责任的能力。教师自主是指教师具有摆脱他人或其他行政限制而对其教与学的行为或他们对未来职业发展和职业规划控制的自由。教师自主还指教师这类群体拥有自由决定他们自己的教与学的行为和进行职业规划和选择职业发展的能力与权利。本章还阐述了学习者自主与教师自主的关系。第三章主要对此次调查研究做了详细的说明。实验设计包括数据的收集程序,实验对象,教师自主调查问卷和学习者自主调查问卷,教师访谈的设计与内容。第四章主要是问卷调查的数据分析和教师访谈的内容分析。最后一章为结论部分,通过调查研究显示,教师自主对学习者自主产生积极影响。通过研究可以提高教师的自主意识和主观能动性,增加教师自主教学的自我效能感,促使教师对教学活动进行有效计划、体验、评价和监控,切实增加有效课堂教学的协调性与活跃性,增强学生对学习和生活的责任感和自尊心,这样就能达到营造一种既充满生机和活力,也同时融合认知与情感、知识的获取与能力的提高并重的崭新课堂气氛,教学效果得以优化。
[Abstract]:Autonomy has played an important role in foreign language teaching and learning, so learner autonomy has become one of the important research goals in this field. With the rise of learner autonomy, teacher autonomy has gradually become the focus of English language researchers. Although teacher autonomy originates from learner autonomy, it is recognized as one of the important factors affecting the development of learner autonomy. Teacher autonomy has gradually become the research goal in the research of researchers. Researchers are also slowly focusing on teacher autonomy and learner autonomy, but the subjects of the study are English majors and non-English majors who are studying in colleges and universities. The author of this paper moves the research object of teacher autonomy and learner autonomy, that is, to conduct empirical research in senior middle school to guide teachers' teaching and students' learning. Combining qualitative and quantitative studies, this paper investigates the correlation between teacher autonomy and learner autonomy in senior high school. Whether the relationship between teacher autonomy and learner autonomy is closely related and whether the two hypotheses can have a positive impact on learners' learning of English language will be analyzed one by one in this paper. This paper investigates the current situation of English teaching and learning in Xingguo Pingchuan Middle School with questionnaires and interviews, and whether teachers' teaching has a positive impact on students' learning. The findings will also be detailed in the article. This paper consists of five chapters, the first chapter describes the research background and significance. The discussion of autonomous learning in foreign language teaching circles began in the middle of 1970s, and then studied learner autonomy and teacher autonomy. The second chapter mainly presents the literature review of teacher autonomy and learner autonomy, and defines the concepts of autonomy, learner autonomy and teacher autonomy. Learner autonomy refers to learning situations in which learners are not entirely dependent on the guidance of teachers or that they do not rely entirely on specially designed teaching materials. It also refers to the ability of learners to take at least basic responsibility for their own learning. Teacher autonomy means that teachers have the freedom to teach and learn from others or other administrative restrictions or to control their future career development and career planning. Teacher autonomy also means that such groups have the ability and right to decide freely their own teaching and learning behavior and to plan their career and choose their career development. This chapter also expounds the relationship between learner autonomy and teacher autonomy. The third chapter mainly makes the detailed explanation to this investigation research. The experiment design includes data collection procedure, experimental object, teacher autonomy questionnaire and learner autonomy questionnaire, and the design and content of teacher interview. The fourth chapter is the data analysis of questionnaire and the content analysis of teacher interview. The last chapter is the conclusion, which shows that teacher autonomy has a positive effect on learner autonomy. Through research, we can improve teachers' autonomy and initiative, increase teachers' sense of self-efficacy in autonomous teaching, and urge teachers to plan, experience, evaluate and monitor teaching activities effectively. Effectively increase the coordination and activity of effective classroom teaching, enhance the students' sense of responsibility and self-esteem to study and live, so as to create a kind of full of vitality and vitality, but also a combination of cognition and emotion. The new classroom atmosphere in which the acquisition of knowledge and the improvement of ability are equally emphasized, the teaching effect is optimized.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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