英语专业教学中罗杰斯的“学习主体性”的理解——RICH教学的个案研究  

On the Learning Subjectivity of Rogers in College English Teaching for English Major:A Case Study in RICH

作　　者：李杰[1] 郑志恋[1] 

机构地区：[1]浙江师范大学外国语学院,浙江金华321004

出　　处：《常州信息职业技术学院学报》2011年第1期73-75,共3页Journal of Changzhou College of Information Technology

基　　金：2007年浙江省新世纪高等教育教学改革项目(yb07018)

摘　　要：罗杰斯把人本主义理论运用到教育中,形成了其独特的教育观,实现学生的学习主体性,与浙江师范大学外语学院十多年来的外语教学改革理念是一致的。通过介绍罗杰斯的教育思想,结合RICH教学案例,探讨其教学思想如何贯穿于RICH学习乃至学生生活之中。Rogers applied Humanism theory to education and formed his particular education view on the realization of learning subjec-tivity.It is consistent with the reform of foreign language teaching innovated in Zhejiang Normal University for more than ten years.Based on students＇ learning case in RICH innovation,the author aims to explore the humanism education in RICH learning and even students＇ life through understanding the education thought of Rogers and RICH teaching.

关 键 词：英语专业 罗杰斯 学习主体性 RICH教学 个案研究 

分 类 号：H319.3[语言文字—英语]