教学环境下学习自主性发展空间的拓展——以中国留英学生为例  

The Development of Learner Autonomy in Chinese Educational Institutions

作　　者：丁凤[1] 

机构地区：[1]广东外语外贸大学,广州510420

出　　处：《广东外语外贸大学学报》2012年第6期95-99,共5页Journal of Guangdong University of Foreign Studies

基　　金：广东省"211工程"三期重点学科建设子项目"在外语教学中培养大学生批评性思维能力的研究"(GDUFS211-1-055)成果

摘　　要：学习自主性和文化背景的关系一直是个争论热点。有些学者认为自主学习理念源自西方,可能不适宜东方文化背景,其集体主义特质是自主性实现的一大障碍;而持不同观点的学者认为,对学习自主性的追求是人类的共同特点,学习者的自主性独立于所有教育体制。本文作者通过调查13位中国留英学生在英国学习的适应情况,发现他们的学习自主性有了很大的发展。通过分析发现他们在英国的学校有更多做决定和发展批判性思维能力的机会。本文从实证的角度证明文化决定学习自主性的论调过于极端,但不同的教学环境和不同的教学实践对学习自主性的促进作用确实不同,因而建议在不同教学环节尽可能地提供给学生发展自主能力的空间。The relationship between autonomy and culture has long been discussed. It is assumed by some scholars that autonomy is more a western construct and may not suit an eastern context, the collectivism in which may set obstacles to the realization of learner autonomy. But other scholars argue that autonomy is a universal feature of humanity and ＂learner auton- omy has always existed independently of particular pedagogies＂ （Little, 1999：13-15）. 13 Chinese students studying in British universities were interviewed reporting that their ability to take control of their own studies has greatly improved because they have more opportunities to make decisions and develop their ability to think critically. This study tends to suggest from the em- pirical perspective that the cultural determinist goes to extremes on the issue of autonomy; however, the educational environ- ment and actual educational practice do affect the realization of learner autonomy. Therefore more chances should be provided at different stages of our teaching practice for students to enhance their autonomy in learning.

关 键 词：学习自主性 批判性思维 中国留学生 

分 类 号：G642.41[文化科学—高等教育学]