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1、PEW論文：網(wǎng)絡(luò)環(huán)境下提高非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)自主學(xué)習(xí)能力的研究 【中文摘要】”自主學(xué)習(xí)”這一概念源于對(duì)學(xué)習(xí)者終身學(xué)習(xí)與獨(dú)立學(xué)習(xí)技能發(fā)展的討論,之后,自主學(xué)習(xí)始終是,并且目前仍然是教育界與心理學(xué)界研究的重要話題,在外語(yǔ)教學(xué)領(lǐng)域中所公認(rèn)的一點(diǎn)就是外語(yǔ)教學(xué)的最后目的是實(shí)現(xiàn)學(xué)習(xí)者的自主學(xué)習(xí)。自主學(xué)習(xí)的最早提出者之一,Holec就曾經(jīng)指出,外語(yǔ)教學(xué)有兩個(gè)目的:一是協(xié)助學(xué)習(xí)者獲得語(yǔ)言交際技能,一是要協(xié)助學(xué)習(xí)者獲得自主學(xué)習(xí)能力。隨著多媒體與網(wǎng)絡(luò)技術(shù)在英語(yǔ)教學(xué)中在廣泛應(yīng)用,大量院校開(kāi)始將網(wǎng)絡(luò)并入英語(yǔ)教學(xué)中,網(wǎng)絡(luò)為學(xué)生進(jìn)行自主學(xué)習(xí)提供了便利,這就規(guī)定學(xué)生掌握必要的自主學(xué)習(xí)能力,以便于她們可以更好的適應(yīng)這

2、種新的教學(xué)模式。但事實(shí)上學(xué)生的自主學(xué)習(xí)過(guò)程中存在一定的問(wèn)題,例如,有些學(xué)生的學(xué)習(xí)帶有盲目性,有些學(xué)生不能較好的解決來(lái)自網(wǎng)絡(luò)的信息,也有些學(xué)生不能對(duì)自己的學(xué)習(xí)進(jìn)行合理的反思與評(píng)價(jià),等等。這些問(wèn)題很也許會(huì)導(dǎo)致學(xué)生自主學(xué)習(xí)效率低下,從而使多媒體與網(wǎng)絡(luò)的作用得不到充足的發(fā)揮,教學(xué)效果并不樂(lè)觀?；谝陨咸岬降哪承┈F(xiàn)狀與問(wèn)題,作者針對(duì)如何在以網(wǎng)絡(luò)為基本的自主學(xué)習(xí)教學(xué)模式下提高非英語(yǔ)專業(yè)學(xué)生自主學(xué)習(xí)能力進(jìn)行了實(shí)證性研究。對(duì)此,作者提出將PEW,也就是學(xué)業(yè)檔案、電子郵件、與新視野大學(xué)英語(yǔ)網(wǎng)站融入該模式中... 【英文摘要】The concept of“autonomous learning”first or

3、iginated from discussion on the development of life-long and independent learning skills. It has been and is still an important concern in the field of education and psychology. In EFL (English as Foreign Language), it has become the common knowledge that the ultimate goal of language teaching and l

4、earning is autonomous learning. Holec (1981:23-25), one of the early advocates of autonomous learning, points out that there are two objectives of foreign language teach... 【核心詞】PEW 學(xué)業(yè)檔案 電子郵件 新視野大學(xué)英語(yǔ)網(wǎng)站 基于網(wǎng)絡(luò)的自主學(xué)習(xí)模式 學(xué)習(xí)者自主性 大學(xué)英語(yǔ)教學(xué) 【英文核心詞】PEW Portfolio Email NHCE Website Web-based autonomous teaching

5、and learning environment learner autonomy college English teaching 【索購(gòu)全文】聯(lián)系Q1： Q2： 【目錄】網(wǎng)絡(luò)環(huán)境下提高非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)自主學(xué)習(xí)能力的研究 Abstract 6-7 摘要 8-15 Chapter 1 Introduction 15-18 1.1 Background of the study 15-16 1.2 Significance of the study 16-17 1.3 Structure of the study 17-18

6、 Chapter 2 Literature Review 18-26 2.1 Studies on autonomous learning 18-23 2.1.1 Defining autonomous learning 18-19 2.1.2 Elements affecting autonomous learning 19-22 2.1.2.1 Metacognition 19-20 2.1.2.2 Motivation 20 2.1.2.3 Strategy 20-21 2.1.2.4 Goal-setting

7、 21 2.1.2.5 Teacher’s role 21-22 2.1.3 Studies of autonomous learning at home and abroad 22-23 2.2 Web-based learning 23-24 2.2.1 Defining web-based learning 23 2.2.2 Characteristics of web-based learning 23-24 2.3 Web-based autonomous learning 24-26 Chapter 3 The R

8、esearch Design and Methodology 26-29 3.1 Research context 26 3.2 Research objectives and hypothesis 26-27 3.3 Subjects 27 3.4 Instruments 27-28 3.4.1 English proficiency tests 27-28 3.4.2 Questionnaire 28 3.5 Data analysis instrument 28-29 Chapter 4 Experiment

9、 on Enhancing Students’Autonomy under Web-based Teaching and Learning Environment 29-39 4.1 Objective of the experiment 29 4.2 Experiment design 29 4.3 The Instruments employed in the experiment 29-34 4.3.1 Portfolio 30-31 4.3.2 E-mail 31 4.3.3 NHCE website 31-34 4

10、.4 Procedures 34-39 4.4.1 Preparatory period 34-35 4.4.2 Implementation period 35 4.4.3 Illustration of the teaching procedure 35-39 Chapter 5 Data Collection and Analysis 39-79 5.1 Data from both the pre-test and post-test 39-44 5.2 Data from pre-experiment questionnai

11、re 44-74 5.2.1 Metacognitive ability 44-54 5.2.1.1 Students’belief in autonomous learning 45-49 5.2.1.2 Management on learning content 49-50 5.2.1.3 Learning evaluation 50-54 5.2.2 Learning motivation 54-58 5.2.3 Learning strategy 58-67 5.2.3.1 Learning strategy 5

12、8-62 5.2.3.2 Help-seeking 62-65 5.2.3.3 Cooperative learning 65-67 5.2.4 Students’goal-setting 67-70 5.2.5 Teacher’s role 70-74 5.2.6 Summary of pre-experiment questionnaire 74 5.3 Data from post-experiment questionnaire 74-79 5.3.1 Attitude towards on-line learning

13、 74-78 5.3.2 Summary of post-experiment questionnaire 78-79 Chapter 6 Conclusion 79-82 6.1 Major findings 79-80 6.2 Pedagogical implications 80-81 6.3 Limitations 81-82 References 82-86 AppendixⅠ 86-89 AppendixⅡ 89-97 Acknowledgements 97-98 攻讀研究生學(xué)位期間刊登的論文 98-99