教师介入与自主学习的交互作用对学习效果的影响研究  

The Investigation on Learning Effect Caused by Interaction of Teachers＇ Involvement and Autonomous Learning

作　　者：关晨[1] 邢彬[1] 

机构地区：[1]保定学院外语系

出　　处：《高等教育研究（成都）》2015年第2期66-68,共3页Research on Higher Education

基　　金：保定学院校级教育科学研究课题“英语教师介入与学生自主学习交互作用对学生学习效度的影响研究”(2013J03)的研究成果之一

摘　　要：自主学习有利于培养学生独立学习以及思考和解决问题的能力，教师介入则是学生自主学习得以顺利开展和取得实效的保证。本文以实证研究的方法对80名非英语专业的在校学生进行调研，结果发现教师介入与自主学习交互作用对成绩较好学生的学习效果产生了积极影响，而对成绩较差学生的学习效果影响并不明显。据此本文认为自主学习要根据学生实际学情适当开展，同时教师应以不同角色介入自主学习，以期取得更好的学习效果。Autonomous learning can cultivate students＇ ability in terms of studying, thinking and solving problems independently, and teachers＇ involvement can guarantee and enhance learners＇ autonomy. To check the learning effect caused by interaction of teachers＇ involvement and autonomous learning, an investigation on 80 non-English majors is carried out. The result indicates that the interaction of teachers＇ involvement and autonomous learning has positive effect on good students, but to the less competent students, the positive effect is not significant. In order to achieve desirable learning effect, some suggestions are provided, for example, autonomous learning should be carried out according to students＇ level and ability and teachers should play different roles in teachers＇ involvement, etc.

关 键 词：教师介入 自主学习 学习效果 

分 类 号：G442[哲学宗教—心理学]