课堂教学自主学习模式与网络教学自主学习模式对比研究——两种教学模式下学习者学习自主性提高幅度调查结果探析  

A Contrastive Study of the Classroom-based Approach and Technology-based Approach in Promoting Learner Autonomy

作　　者：高鹏[1] 戴卫平[2] 李琳琳[1] 

机构地区：[1]大连理工大学外语学院,辽宁大连116023 [2]中国石油大学外语系,北京102200

出　　处：《语文学刊（高等教育版）》2007年第8期114-119,共6页Journal of Language and Literature

摘　　要：根据Benson提出的自主学习的技术、心理和政治版本以及培养学习者自主学习能力的"课堂型"和"技术型"模式,笔者在大连理工大学部分非英语专业学生中进行了课堂自主学习模式行动研究实验,对本校使用网络在线学习系统的学生和教师进行了问卷调查。同时对不同模式下学习者语言学习自主性提高幅度进行了对比研究。结果表明:尽管课堂自主学习模式与网络自主学习模式都能发展学生自主学习能力,但在某种程度上,课堂自主学习模式更优于网络自主学习模式,课堂面对面交流的作用是机器所不能替代的。Benson advocates three versions of autonomy （ technical, psychological and political ） and six approaches to the development of autonomy including classroom-based and technology-based approaches. Accordingly, we conducted a classroom-based action research on some non-English majors and at the same time made an investigation on the use of on-line learning system in Dalian University of Technology. This paper compares and analyzes the effectiveness of the two approaches in promoting learner autonomy in language learning. The findings indicate that although both approaches are effective, the classroom-based approach is superior to some extent to the technology-based approach because the effect of face-to-face interaction can not be obtained from machines.

关 键 词：学习者自主 课堂自主学习模式 网络在线学习系统 

分 类 号：H319.3[语言文字—英语]