大学英语自主式课堂教学模式中教师介入方式的探讨

摘要

我国大学英语教学正在进行一场深刻的改革与创新，此次改革将多媒体教学模式引进大学英语教学，倡导学习者的自主学习。然而强调学习者的中心地位并不意味着削弱甚至忽视教师的作用。 学习者自主学习是大学英语教学改革的手段和目的，而教师的介入则是促使学习者将自主学习的可能性向现实性转化的重要且必要的条件，是真正保障学习者自主学习并提高自主能力的重要前提。同时学习者自主性的培养对教师介入是有需求的，教师的介入有助于培养学习者的自主意识和学习动机，有助于加强学习者自主学习的管理，也有助于提高学习者自主检测与评估学习效果的能力。 本文将教师的介入分为积极性引导和禁令性干预两种介入方式。积极性引导强调教师要在教学中主动为学习者提供帮助，针对学习者的困难给予鼓励和奖赏并给予指导性的建议。禁令性干预则是消极介入方式，主要是在发现学习者由于各种原因不能自觉完成学习任务的情况下，教师为了避免不必要的损失而适时介入，实施针对性的干预和制止。 需要强调的是积极引导性的介入能更好地发挥教师的指导作用，然而教师采取禁令或替代性的强制介入进行干预，则不仅是必要的也是合理的。在学习的不同阶段采取何种形式的积极性引导和禁令性干预将是本文探讨的主要问题。教师应当因人因事，合理地采用介入手段，将积极的鼓励引导与禁令性干预有效地结合起来，使教师的介入能真正服务于学习者的自主学习，服务于大学英语教学的总体目标要求。 作者将采用实证研究的手段，在一段时间内通过对同一年级的不同班级采取不同的教师介入的方式，比较学期结束时班级学生的学习成绩，论述教师介入的最佳方式及其效果，以期发现何种教师介入方式较能提高学习者的自主性，丰富学生的语言知识，增强语言技能和自主学习能力，最终能更有效地促进大学英语教学改革的深入发展。

目录

文摘

英文文摘

声明

Acknowledgements

Chapter One Introdution

Chapter Two Literature Review

2.1 Autonomous Learning

2.1.1 Cognitive Psychology

2.1.2 Learner Autonomy

2.2 Teachers' Involvement--Mediation Theory

Chapter Three General Description of Teachers' Involvement

3.1 Necessity of Teachers' Involvement in Learner Autonomy

3.1.1 Raise learners' Awareness of Autonomy and Sustain Their Motivation

3.1.2 Intensify Learners' Control over Autonomous Learning

3.1.3 Enhance Learners' Ability in Self-evaluation of Autonomous Learning

3.2 General Categories of the Activities of Teachers' Involvement

3.3 General Characteristics of Well-designed Activities of Teachera' Involvement in Autonomous Learning

3.3.1 Characterized as Being Interesting

3.3.2 Characterized as Being Interactive

3.3.3 Characterized as Being Comprehensive

3.3.4 Characterized as Being Practical and Functional

3.3.5 Characterized as Having Definite Purposes

3.3.6 Characterized as Being Variable

Chapter Four Empirical Research

4.1 Brief Introduetion of the Research

4.1.1 Objectives and Hypotheses of the research

4.1.2 Research Subjects

4.1.3 Methods of the Research

4.2 Quantitative Analysis

4.2.1 Questionnaire

4.2.2 Tests

4.3 Qualitative Analysis

4.4 Procedures of the Research

4.5 Results of the Research

4.5.1 Results and Discussion of the Pre-test Scores

4.5.2 Results and Discussion of the Questionnaires

4.5.3 Results and Discussion on the Post-test Scores

Chapter Five Results of the Empirical Research--Systematic Techniques of Teachers' Involvement

5.1 Techniques Categorized as Active Guidance

5.1.1 In the Stage of Autonomous learning Planning

5.1.2 In the Stage of Autonomous Learning Process

5.1.3 In the Stage of out-of-class Learning and Assessment

5.2 Techniques Categorized as Prohibitive Intervention

5.2.1 Assigning Tasks to Learners and Checking Tasks Timely

5.2.2. Establishing Direct Correlations between the Fulfillment of Tasks and the Final Scores

5.2.3. Monitoring Learners' Autonomous on-line Learning

Chapter Six Conclusion

6.1 Major Findings

6.2 Limitations

6.3 Suggestions for Further Research

References

Appendix：questionnaire