论文ID:294 字数:651217，附开题报告 中文摘要 在高中英语学习中培养学生的自主学习意识 以往的外语教学基本上都是以教师为主体的“灌输式”讲授，学生总是作为客体处于一种单纯地接受知识的被动地位。教师讲什么，学生就听什么，学生不能充分地发挥自己的主观能动性，束缚了学生们的丰富想象力及创造力，从而作用了教学质量。因此要寻找一条切实可行的以学生为主体的外语教学途径，使学生的地位由被动变为主动，充分发挥学生的主观能动性和调动学生学习的积极性，英语论文，以全面提高教学质量。近二十年来,自主学习一直是外语教学界的热门话题,尤其是在西方城市。足够的事实和相关的探讨已经证明了自主学习是一项创造性的和有效的教学途径,对自主学习的积极作用在探讨者看来也有不断上升的同意。本文认为自主学习这一教学策略的实施，英语论文范文，就我国中学英语教学实情而言，能较大程度地改变传统英语课程过分重视语法和词汇知识的讲解与传授现象，同时能够培养学生实际应用语言的能力。
这篇论文主要谈论了在高中英语学习中如何培养学生的自主学习意识。作者首先在介绍自主学习发展的背景,回顾前人对自主学习的探讨成果基础上,从教学的实践和理论上存在的一些缺陷的近况下研讨了培养高中生英语自主学习能力的必要性和紧迫性;其次,作者在阐述了自主学习的核心含义后,略论了自主学习的相关理论,指出了自主学习的特征,并从内外因两方面说明了作用自主学习的因素。作者继而略论了高中学生自主学习的近况以及存在的问题，并略论了造成这些问题的原因。鉴于此,作者提出了培养学生英语自主学习的建议和措施,强调主要从课堂教学,教师以及学生角色的转换改变学生的学习策略等角度来提高学生自主学习的意识和能力,从而更好的促进目前中学英语教学.最后,作者提出了培养中学生英语学习的自主能力作为中学英语教学的长期目标要得以实现,还需要全社会给予系统的环境支持.
关键词:英语教学;自主学习;师生角色 Abstract
In China, the traditional model of foreign language teaching has fundamentally been the teacher-centered model of knowledge instilling, in which students as objects, are always in the position of passively receiving knowledge. Students have to follow what teachers teach, therefore, they can not adequately bring their conscious activities into play. This model has been confining students’ ideality and creativity as well as the teaching quality. To solve all the problems, the practice of autonomous learning in foreign language teaching is definitely one of the solutions in shifting the students passive positions into active positions so that teachers can take great advantage of students’ ideality and the learning motivation in improving their teaching quality. Autonomous learning has been a popular word in foreign language teaching in the recent twenty years, especially in western countries. Sufficient facts and related researches have proved that it is a creative and effective teaching approach, and there has been a growing consensus among researchers about its positive effects. The author thinks that the application of this teaching technique of approach can change effectively the traditional grammar-vocabulary-centered English teaching method, which can develop students’ English linguistic competence.
This thesis mainly talks about how to cultivate students' autonomous learning in senior high school. The author firstly looks into the possibility of developing autonomy in English learning among senior high students by introducing the background of the study on autonomous learning. Secondly, the author analyzes the theories related to autonomous learning after telling us its core definitions, puts forward characteristics. Thirdly, after the theoretical inspection of autonomous learning, the author then demonstrates the current situation of learning English in senior high school, and tells us some main problems existing in autonomous learning, at the same time tell us the causes of the problems. Lastly, suggestions are made on how to cultivate and promote the awareness and improve the competence of learners' autonomous learning in senior high school. Due emphasis is put on the improvement of classroom teaching, the shift of teacher's and learner's role and the change of learning strategies to better the current English teaching and learning in senior high schools. In the end, highlights that developing autonomous learning in middle school in China are our long-term goal. On the condition of the provided systematic supporting circumstances, the ultimate goal of developing the students’ autonomous learning can come true. Key words: English teaching; autonomous learning; teachers’ and learners’ roles |
