Fostering Learner Autonomy in Chinese Senior High School English Language Teaching
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 imagination and creativity as well as the teaching quality. Therefore, teaching reform is definitely needed. Promoting and developing a new interactive education model between teachers and students, which is led by students’ self-motivation and teachers’ guidance, will be the urgent needs for teaching reform. In this thesis, the author first defines the term “learner autonomy” and reviews the current relevant literature and research at home and abroad, then summarizes the factors that influence it. After that, the paper discusses the necessity and feasibility of developing learner autonomy in senior middle school English teaching and analysis the current situation in senior middle school English teaching. And lastly, the paper puts forwards some strategies to improve the learners’ autonomy abilities by enhancing their motivation and training their learning strategies.
Key Words: autonomous learning; senior middle school; education strategies;
learning motivation
摘 要
在中國，傳統的外語教學模式長久以來是以教師灌輸知識為中心的。而學生通常只是被動的接收知識。學生必須要遵循老師所教的。因此，他們不能把自己的思想帶入到課堂活動中。這種模式不僅限制了學生的想象力和創造力，也影響了教學質量。因此，教育改革迫在眉睫。在師生之間發展1種由學生自我推動和教師指導的新的互動式的教學模式是教學改革的當務之急。在這篇論文中，作者首先定義了自主學習，回顧了1些國內外相關的'文獻和研究現狀，總結了影響自主學習的內外因素;接著作者討論了當前在中學英語教學中培養學生自主性的可行性和必行性，並分析了當前中學英語教學中存在的問題，最後作者提出:加強學生學習動機,訓練學生的學習策略是促進學生自主學習能力培養的有效途徑。
關鍵詞：自主學習、中學、教學策略、學習動機
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