教师介入自主学习活动的方式及成效  

Research on the Way and Effects of Teachers' Intervention in Autonomous Learning

作　　者：罗琴琴[1] 孙阳[1] 廖颖[1] 

机构地区：[1]西南石油大学外国语学院,四川成都610500

出　　处：《河北联合大学学报（社会科学版）》2013年第2期139-144,共6页Journal of Hebei Polytechnic University:Social Science Edition

基　　金：西南石油大学校级教改项目"基于建构主义理论的多元化外语学习二课堂建设与研究"的成果之一;校级科技基金(2012XJR013)资助

摘　　要：自主学习活动前对90名非英专学生进行问卷调查的结果显示,在自主学习活动中学生对教师作为氛围营造者、动力维持者、提供咨询者、策略培训者、材料选择者的角色最为期待。实验过程中,教师对实验组学生以其最为期待的角色指导、监控其自主学习活动,但结果表明,与控制组相比,教师介入对成绩中等的学生起到了明显的成效,而对成绩很好和很差的学生作用不明显。活动结束后的教师反思和访谈表明:教师一方面要考虑到学生需求,在学生尚未完全自主之前给学生提供有效的帮助和指导;另一方面,应考虑到学习者的个体差异和自主学习的不同阶段适时调整介入方式,同时坚持学习相关理论并不断进行反思,避免无效的教师介入。The questionnaire on 90 non-English majors indicates the roles of teachers that students expect most are creating a positive atmosphere, encouraging to persevere, counseling, training strategies and selecting materials. In the process of autonomous learning ,teachers supervise students in the way that students expect most. However, the result shows that there is significant difference between experimental group and control group among students of in- termediate level; however to students of high level and low level, there is no significant difference between experi- mental and control group. Through teachers＇ reflection and face to face interviews, this article concludes that teach- ers should take students＇ expectation into consideration and offer effective guidance before they can learn independ- endy; meanwhile teachers should adjust their roles taking into account individual differences and stages of autono- mous learning and persist in learning relevant theories and reflect constantly avoiding ineffective intervention.

关 键 词：教师介入 自主学习 教师角色 

分 类 号：H319.3[语言文字—英语]