目的语环境下外国学生汉语自主学习能力的培养  

Nurture autonomous learning ability of foreign students' Chinese learning in target language environment

作　　者：余可华[1] 

机构地区：[1]厦门大学海外教育学院,福建厦门361102

出　　处：《教学研究》2017年第5期13-18,28,共7页Research in Teaching

摘　　要：自主学习是实现终身学习、有效学习,促进学生个体发展的重要途径。学习自主性是一个复杂动态系统,它涉及包括学习者、教师、输入、技术、环境、教育政策等多种内外部因素的影响。培养外国学生自主学习能力,要充分挖掘并利用目的语环境汉语学习的多种场合与情境,寻找汉语学习的多样化可供形式,增强学习者与环境互动的机会与互动的频次,实现课堂内外自主学习一体化,促使学习者从教师指导之下的学习向完全独立的自主学习发展。汉语自主能力的培养可以从教师、学习者、课程、课堂、技术、资源几个方面在课堂内外开展。Autonomous learning is a life-long achieving,effective learning process facilitate in student's individual development. Autonomous learning is a complex dynamic system that involves many internal and external factors such as:students,teachers,input,skill,environment,and impact of education policy. Similarly,dynamic in autonomous learning process is resembled by the variation in the development process of student' s autonomous learning ability. In order to develop foreign student' s autonomous learning ability,they must exploit and utilize numbers of circumstances and situation of learning Chinese language in target language environment,must look for the diversification of Chinese language learning opportunities,which offers to strengthen the learners to interact with the environment frequently,also integrate inside and outside classroom autonomous learning,and cultivate students from teacher-oriented to totally independent self-directed learning. In order to nurture a autonomous Chinese learning ability,from different aspects such as teacher,student,curriculum,classroom,technology,resources could be carried out implementation inside or outside classroom.

关 键 词：目的语环境 汉语学习 学习者自主性 自主能力 自主学习 

分 类 号：G420[文化科学—课程与教学论]