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,河北保定071000

出　　处：《连云港师范高等专科学校学报》2015年第2期71-73,共3页Journal of Lianyungang Normal College

基　　金：保定学院教育科学研究基金项目"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"(项目编号:2013J03)

摘　　要：自主学习有利于培养学生独立学习、思考和解决问题的能力,教师介入是自主学习得以顺利开展和取得实效的保证。为验证教师介入与学生自主学习交互作用对学习效果产生的影响,实验设计者以实证研究的方法对80名在校非英语专业学生进行实验,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。因而,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,以期达到良好的学习效果。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：H319.3[语言文字—英语]