自主学习在初中英语写作教学中的应用研究
发布时间：2018-10-05 08:17
【摘要】：近年来,自主学习逐渐成为国内英语教学界的一个热门话题,也是今后中学英语教学发展的新趋势。但是在学生自主学习能力模式的探究上还存在理论和实践脱节的现象,实证研究较少,对初中英语自主学习模式的探讨就更为稀少。在这种情况下将现有的国内外有关自主学习研究的理论成果运用于初中学生英语自主学习能力的培养,探索一种有效的初中学生英语自主学习模式,对提高初中英语教学的有效性非常有意义。为此本研究以理论和实践相结合的方法,以初中学生英语写作能力培养为研究范畴,对旨在培养英语写作能力的初中英语自主学习模式进行实证研究。本研究以人本主义、认知心理学、建构主义等为理论基础,探究影响初中学生英语自主学习的内部和外部因素,在此基础上进一步提出构建旨在培养英语写作能力的初中英语自主学习模式,并尝试解决其在本实证研究中运用的相关问题。本研究选取永安市某一中学七年级的两个班级,采用教育测量法、问卷调查法、教育实验法等实证研究方法,进行了为期一个学期的调查和实验。本实证研究发现,初中男、女生在自主学习能力上有比较明显的差异,初中学生自主学习能力的差异源自于他们学习基础的不同。实验结果表明:除了英语写作学习成绩,自主学习模式在提高初中学生的英语学习兴趣、学习态度、语言的交际能力等方面均有较明显的效果。实践进一步证明,在初中英语教学中实施自主学习模式以提高学生的英语写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.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2252662
[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.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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