网络自主学习环境下英语学习者训练的行动研究  

An Action Research on EFL Learner Training in the Context of Web-based Autonomous Learning

作　　者：王海贞[1] 朱新福[1] 

机构地区：[1]苏州大学外国语学院,江苏苏州215006

出　　处：《苏州大学学报（教育科学版）》2017年第4期112-120,共9页Journal of Soochow University(Educational Science Edition)

基　　金：江苏省高等教育教改研究重点课题"以‘三个引领’为核心的英语专业人才培养的校标构建"(项目编号:2015JSJG460)的阶段性研究成果

摘　　要：该研究以Adamson的行动研究模型为指导,针对网络学习环境下如何提高英语听力学习自主性这一实际教学问题,对103名大学生实施学习者训练的教学干预。结果发现:通过目标定位、学习进展监控、学习策略使用与自我评价等教师引导,学生的学习自主性和听力成绩得到提高;与此同时,通过需求分析、基线数据分析、业内资料查找、形成性与终结性数据收集、结果阐释与总结等一系列的行动,教师增强了反思能力和教师自主性。教师引导的学习者训练促进学习者自主,行动中的教学实践和反思促进教师自主,而两者的有机结合实现了师生自主的双赢,达到学习者自主性和教师自主性的共同发展。Guided by Adamson＇s（2008） action research model, our research implements the teaching intervention of learner training on 103 college students, as an approach to the problem of achieving learner autonomy in web-based listening. As the result shows, under the teacher guidance on goal setting, progress monitoring, strategies used and self-assessment, students gain progress in their learning autonomy and listening achievements. In the meantime, through a series of needs assessment, baseline data analysis, professional sources searching, formative and summative data collection, interpretation and conclusion of results, teachers achieve enhancement in their reflective capabilities and teacher autonomy. From the research, it is clear that teacherguided learner training facilitates learner autonomy, teaching practice and reflections promote teacher autonomy, and their integration stimulates development in both the learner autonomy and the teacher autonomy.

关 键 词：行动研究 学习者训练 教师自主性 学习者自主性 英语学习 听力训练 

分 类 号：G642.4[文化科学—高等教育学]