网络自主学习环境下大学英语教师的角色定位——基于学生视角的实证研究  

The Role Definition of College English Teachers in Web- based Autonomous Learning——An Empirical Research From the Perspective of Students

作　　者：钟琳[1] 张菁[1] 张云清[1] 

机构地区：[1]福建农林大学文法学院,福建福州350002

出　　处：《江西师范大学学报（哲学社会科学版）》2016年第4期133-139,共7页Journal of Jiangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：福建农林大学教改项目"网络自主学习中大学英语教师的角色定位研究"(编号:111412083);福建省中青年教师教育科研社科A类(外语教改科研专项)项目"网络环境下大学新生英语自主学习适应性及调适途径研究"(编号:JAS141083);福建省十二五规划项目"外语教师专业发展研究:科研共同体的构建与效用"(编号:FJJKCG14-154)

摘　　要：以实证研究方式探讨在网络自主学习环境下大学生对大学英语教师角色的期待以及对教师实际教学行为的评价。研究结果发现,学生对教师作为心理情感支持者、资源利用促进者和学习策略培训者的角色最为期待,而对教师作为学习过程监督者和学习成效评估者的角色期待较低;文理科学生在教师角色期待上无显著性差异;性别对教师角色期待产生影响,女生对教师的角色期待显著高于男生;处于不同自主学习阶段的学生对于教师的角色期待各有侧重;教师实际教学行为与学生期待之间存在显著差异,学生认为教师的实际教学行为未能满足他们的实际学习需求。针对这些发现,研究提出了相应的教学建议。This paper reports on an investigation into the students＇ expectation on roles of college English teachers as well as the students＇ assessment on the teachers＇ practices in web- based autonomous learning. The research finding indicates the roles of teachers that students expect most are the supporter of psychological emotion,the promoter of resource and the trainer of strategies. However,the roles of monitors and evaluators are much less expected by students. No differences is found on the expectation of teachers＇ roles between art and science students. Female students tend to have higher expectation on all the teachers roles than male students. Different roles are highly expected by students at different stages of autonomous learning. There＇s a substantial gap between students＇ expectations and teachers＇ practices. Suggestions are made so as to promote learners＇ autonomy.

关 键 词：网络自主学习 教师角色期待 教学行为 教学建议 

分 类 号：H319.3[语言文字—英语]