生本教育视角下微课对农村初中英语自主学习能力的培养研究

摘要

在新课改的背景下，随着“生本教育”的蓬勃发展，“以人为本”的教育理念深入人心。新课改下的教学观强调教学过程中要“关注人”，包括关注学生自主、创新、探究的学习方式;还强调了教学就是学生在老师的组织引导下的自主学习。因此培养及提高学生自主学习能力是教学的目标和方向。同时，在“微时代”、“大数据”时代背景下，微课——这种能支持自主学习方式的新型的教学资源在教学中已经被广泛的应用。本文以成都龙泉第十二中学的学生为研究对象，结合了农村初中学生英语学习基础差导致的学习能力低，自主学习意识薄弱导致的自我调控能力低，学习目标不够明确等学习特点，对运用微课来培养及提高学生自主学习能力进行了研究。通过问卷就学生对微课的需求进行了调查;通过调查问卷报告了本校初三学生实验前后的自主学习能力的现状的变化;通过前后测试印证了微课在一定程度上能改善自主学习现状以及提高英语学习成绩。笔者还就如何通过微课来设计前置作业以强化学生的目标意识，创设情境以激发学生学习兴趣，培养学生学习策略应用能力，培养学生反思能力，培养学生自我评价能力五个方面提出建议。

目录

声明

摘要

Abstract

Contents

Chapter One Introduction

1．1 Research Background

1．1．1 Analysis of Junior High English New Curriculum Standards

1．1．2 The Current Situation of Autonomous Learning in Rural Middle school

1．2 The Significance of the Study

1．3 The Layout of the Study

Chapter Two Literature Review

2．1 Review of Autonomous learning

2．2 Review of Theory of Student-based Education

2．2．1 Definitions and Characteristics of Student-based Education

2．2．2 The Relationship between Student-based Education and Autonomous Learning

2．3 Review of the Micro-lectures

2．3．1 Defnitions and Its Development of Micro-lectures

2．3．2 The Characteristies of Micro-lectures

2．3．3 The Relationship between Micro-lectures and Autonomous Learning

2．4 Reviews of Researches of Micro-lectures in Autonomous Learningat Home and Abroad

2．4．1 Reviews of Researches of Micro-lectures in Autonomous Learning at Home

2．4．2 Review of Researches of Micro-lectures in Autonomous Learning Abroad

Chapter Three Methodology

3．1 Research Questions

3．2 Participants

3．3 Research Instruments

3．3．1 Questionnaires

3．3．2 Tests

3．4 Experiment Procedures

3．5 Data Collection and Analysis

3．5．1 Data Collection and Analysis of Questionnaires

3．5．2 Data Collection and Analysis of Tests

Chapter Four Results and Discussions

4．1 Findings

4．1．1 The Expectation for the Learning Material of Students

4．1．2 The Changes of Status Quo of Autonomous Learning

4．1．3 The Improvement of English Performance

4．1．4 The Suggestions on the application of the micro-lectures

4．2 Discussion

Chapter Five Conclusion

5．1 Implications

5．2 Suggestions

5．3 Limitations

Bibliography

Appendices

Acknowledgments