英语学习策略及在课堂中的训练  

Learning Strategy and Its Instruction in English Teaching

作　　者：李俏[1] 

机构地区：[1]课程教材研究所 北京100009

出　　处：《课程．教材．教法》2004年第3期53-58,共6页Curriculum，Teaching Material and Method

摘　　要：根据学习和信息加工的一般认知模式，中学阶段学生英语学习过程中要培养的学习策略应为认知策略、元认知策略和资源管理策略。学生学习策略能力的提高，需要进行必要的训练，为此教师应做好以下准备：1．建立一个以学习者为主体的课堂；2．培养学生反思的意识；3．学生对语言学习的自我评估；4．帮助学生识剐正在使用的学习策略；5．教学生学写学习日记。学生学习策略的课堂训练主要包括：介绍、讲授、练习、评价、扩展五个步骤。According to the cognitive model of learning and information-processing theories, there are three learning strategies to be developed in high school English learning, which are cognitive strategies, meta-cognitive strategies and resource-management strategies. Students' abilities to use learning strategy should be enhanced under necessary instruction. In preparation for this teachers should build a learner-centered classroom, develop students' sense of self-retrospect, teach students to make self-assessment, help students recognize in-use strategies and teach students to write learning log. Classroom instruction consists of introduction, presentation, practice, evaluation and expansion.

关 键 词：学习策略 中学 英语教学 课堂训练 认知策略 课程标准 教学原则 

分 类 号：G633.41[文化科学—教育学]