论自主学习中元认知意识的兴起

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Acknowledgements
This thesis is the product of my three years’ academic life, which owes its richness to
the splendid atmosphere in the College of Foreign Languages in USST. It is also the product
of my numerous learning and teaching experiences as well as my personal inspiration on the
pedagogical approaches that can be revolutionized to better suit the needs of the students of
increasing individuality and autonomy nowadays.
First and foremost, I’d like to avail myself of this opportunity to express my heartfelt
gratitude to my respectable supervisor, Professor Lv Le, who has taken great pains to help
me coast through this thesis, and without her assistance, this thesis would never have been
completed. Her meticulous scholarship, invaluable suggestions and encouragements have
exerted a profound influence upon me. And all the merits, if there are any, are the result of
her instruction and guidance. My debt of gratitude also goes to the authors of the academic
books and articles listed in the references. I have benefited a great deal from my study of
these certain materials. with my viewpoints and propositions . Their friendliness is invariably
an indelible memory to me.
Next, my gratitude goes to all the professors who have been invited to give lectures in
our College of Foreign Languages, amongst whom Mr. Peng shiyong has left an extremely
deep impression on me in particular.
Besides, I’d like to thank my friend Wei Yuxiang in helping me with the
framework-processing, which clearly features considerable toughness.
Last but not least, I always owe considerably to my beloved parents who are forever
there giving me support and encouragement during those difficult days of writing this thesis.
ABSTRACT
Metacognition is referred to as a level of thinking that involves active control over
various learning situations such as planning the way to approach a learning task, monitoring
comprehension, and evaluating the progress towards the completion of a task The emergence
of metacognition can be attributed to the ideological, cultural, economic and technological
transformation, which are especially manifested amongst language learners in China in
recent years. Fundamentally, it can be deduced that the demand of employment of
metacognitive strategies subconsciously by university students in China is the result of
learning autonomy.
The observation of the language learning styles in universities and colleges in China in
the extracurricular activities is suffice to throw light on the self-access awareness on the part
of language learners. The subconscious employment of metacognitive strategies by
university language learners has witnessed a more efficient and efficacious learning process,
which is resulted from economic and cultural globalization that has brought about several
philosophical and theoretical waves in the western countries.
This thesis covers the basic mechanism of metacognition and autonomy, the reasons of
the surge of both as well as the mental analysis of language learners. All the above serve as
the theoretical and empirical bases of my case studies that lead to the pedagogical
considerations to foster autonomy.
On the basis of the above illustrations and a series of hypotheses, my case studies aim to
elucidate that the surge of learning autonomous awareness amongst Chinese university
students is under way, and that there is a close relationship between self-efficacy and
learning autonomy. Besides, case studies also reveal that the EFL teachers’ role as a
facilitator or a guide plays an essential part in improving learners’ self-efficacy and
autonomy. The case studies illustrated in this paper have been carried out on the basis of
proposing hypotheses, giving out questionnaires, collecting and analyzing data via the
software of statistical analysis and follow-up interviews. These cases enlighten us to
implement teaching strategies such as constructing learner profiles and the furtherance of
decentralization from teachers to students and so on.
In general, the aim of this study is to bridge the gap between theory and practice in
language autonomous learning, given the current milieu of language learning in China,
which clearly features a more open and more independent styles of learning. Besides,
through the analysis of the mechanism of metacognition and autonomy, including the
psychological analysis of the learners’ process of learning, this paper also elucidates the
importance of the teacher’s role and strategies to better promote learner’s self-efficacy and
learning autonomy.
Key Words: metacognition，learning autonomy，epistemic mechanism，
self-efficacy，learning strategies，pedagogical approaches
摘 要
元认知是指在各种学习情景中所具备的对学习任务的一种主观能动意识，例如为
某一目标任务制定学习规划，对整个学习过程做实时监控以及在完成该任务后对学习
成效的自我评估等。元认知意识的萌芽在很大程度上归因于学习者本人以及教育环境
在观念、经济、文化和科技等领域的转变，这一转变在近些年中国高校学生的二语学
习中尤为明显。归根结底，中国高校学生元认知意识兴起的主要动因是由于其自主学
习能力的显著提高所致。
当今中国大学生校园文化（外语社团活动）的多样化以及他们外语学习策略的个
性化诉求已经充分证明学习者自主学习机制的形成。随着经济和文化的全球化及西方
国家教育理念的逐步深入，中国大学生已经越来越彰显出了自己的学习风格。
本论文通过一系列的理论假设和实证研究，旨在阐明当前中国大学生（尤其是非
英语专业学生自主学习意识的产生）以及外语教师在发掘学生学习潜能和促进其学习
效果方面所起到的重要作用。
本文的实证研究在提出了三条假设的基础上进行。作者首先指出：目前中国高校
学生的学习责任心和自主学习的主观能动性有了显著提升，而且在外语课堂教学中，
教师已不再被自己的学生视为绝对权威。为了证实这一假设，作者随机选取了自己所
任教的上海电机学院2009级机械系121名学生作为调查对象，并参考Littlewood的调查模
式进而设计了附录中的问卷栏目。利用平均值理论和标准差统计，作者基本证实了该
假设的合理性与可信度，但需指出，受到东方价值观的影响，这种主观能动性并没有
得到充分的利用和引导。作者接下来对影响大学英语自主学习的重要因素之一的自我
效能感也进行了研究与分析，并在此基础上提出假设：英语自主学习者的自我效能感
和成绩其实是成正比的。该调查再次以问卷形式,采用SPSS13. 0数据分析软件,对该校
2008级的230名非英语专业大学生英语自主学习情况进行了调研,以此分析研究自我效
能感对不同成绩等级的学习者所产生的影响。实验过程中还发现，自我效能感会影响
学习者对学习任务的选择和付出努力的程度等。此外，自我效能感对学习者的影响还
存在性别上的差异性和相似性。鉴于以上之研究结果，为激发大学生自主学习和自我
效能感，有必要对教师的作用和角色作出全新而又全方位的定位。作者最后通过对该
校西语系2009级1，2两个班的学生语音训练的实验证明了所提假设：教师在促进学生
自我效能感方面起着很大作用，尤其是师生的互动和教师这一启发者的角色定位。
本文理论联系实际，通过剖析元认知意识的形成及其作用机制、产生原因、自主
学习机制的社会文化背景、自主学习者的心理机制以及对相应外语教学方法的探讨等，
旨在阐明：中国大学生外语学习自主意识的提升；教师的角色定位和在教学实践中所
实施的相关策略在促进学生效能感的过程中所应起到的重要作用。
关键词：元认知 自主学习 认知机理 自我效能 学习策略 教学方法
CONTENTS
Acknowledgements.......................................................................................................... i
ABSTRACT..................................................................................................................... ii
中文摘要........................................................................................................................... iv
Chapter 1 A Prelude to the Research Subject............................…………………...1
§1.1 Literature Review……………………………………….…………….. …..……..1
§1.2 Objective and Significance………………….....…………………………………4
Chapter 2 Theoretical Basis........................................................................................8
§2.1 The Concept of Metacognition…………………………......................................8
§2.1.1 The Definition of Metacogntition…………………………..............................8
§2.1.2 Metacognition and Intelligence……………………………..............................9
§2.2 Theoretical Justification for the Surge of Metacognition ….................................9
§2.2.1 The Emergence of Constructivism……………………………….....................9
§2.2.2 Theory of Self-regulated Learning………………………….............................11
§2.2.3 Self-organized Learning Theory……………………………............................11
§2.3 The Concept of Autonomy……………………………………………............12
§2.4 Justifications for the Surge of Autonomy…………….......................................14
§2.4.1 Ideological Justifications……………….........................................................14
§2.4.2 Pedagogical Justifications……………….......................................................15
§2.4.3 Economic Justifications…………………......................................................16
§2.4.4 Social Justifications…………………….........................................................16
§2.5 Autonomy with Cultural Appropriateness………………….................................18
Chapter 3 Empirical Basis...........................................................................................23
§3.1 The Natural Attribute of Learning Autonomy……………………......................23
§3.2 Self-management in Autonomous Learning…………………………..................24
§3.2.1 Institutional Management…………………......................................................24
§3.2.2 Individual Management ……………………..................………………….25
§3.3 Affective Factors in Learning Autonomy……………………….........................27
§3.3.1 Self-respect…………………………………………………........................28
§3.3.2 Anxiety……………………………………………………….......................29
§3.3.3 Extroversion…………………………………………………........................30
§3.4 The Manipulation of Cognition in Language Learning….....................................32
§3.4.1 The Direction of Attention……………………………..................................33
§3.4.2 The Direction of Reflection…………………………....................................34
§3.4.3 Metacognitive Awareness………………………………................................35
Chapter 4 Case Studies on Learning Autonomy…………………………………...38
§4.1 The Growth of Learning Autonomy in China……………………………………..38
§4.1.1 Subjects………………………………………………………………………..38
§4.1.2 Methodology…………………………………………………………………..38
§4.1.3 Results and Comments………………………………………………………...39
§4.2 The Relationship between Self-efficacy and Learning Autonomy………………...40
§4.2.1 Background…………………………………………………………………....41
§4.2.2 Subjects………………………………………………………………………..41
§4.2.3 Methodology…………………………………………………………………..42
§4.2.4 Results…………………………………………………………………………42
§4.2.5 Commentary…………………………………………………………………..45
§4.3 The Role of EFL Teachers in Promoting Learning Autonomy…………………….46
§4.3.1 Background……………………………………………………………………46
§4.3.2 Methodology………………………………………………………………......47
§4.3.3 Results ………………………………………………………...........................49
§4.3.4 Comments……………………………………………………………………..50
Chapter 5 Pedagogical Considerations to Foster Autonomy……………………...51
§5.1 Learning Strategies……………………………………………………………….51
§5.2 Institutional Approaches to Foster Autonomy…………………………………...51
§5.3 Teacher-directed Approaches…………………………………………………….52
§5.3.1 The Role of Teachers………………………………………………………...52
§5.3.2 Autonomy on the Part of Teachers…………………………………………..53
§5.4 Pedagogical Considerations to Foster Autonomy ……………………………..55
§5.4.1 Establishing Learner Profiles………………………………………………..55
§5.4.1.1 Learner-profiling………………………………………………………....55
§5.4.1.2 The Construction of Learner Profiles…………………………………....56
§5.4.2 Implementing Autonomy-driven Activities…………………………………57
§5.4.2.1 Specific Proposals for Autonomous Activities…………………………..57
§5.4.2.2 General Proposals for Autonomous Activities ………………………...59
§5.4.3 Decentralization from Teachers to Students ……………………………..60
§5.4.3.1 Understanding Students’ Learning Styles ……………………………..60
§5.4.3.2 The Implementation of Project Work…………………………………….61
§5.4.4 Evaluating Autonomous Language Learning ……………………………..63
§5.4.4.1 Reasons for Evaluation ………………………………………………..63
摘要：

AcknowledgementsThisthesisistheproductofmythreeyears’academiclife,whichowesitsrichnesstothesplendidatmosphereintheCollegeofForeignLanguagesinUSST.Itisalsotheproductofmynumerouslearningandteachingexperiencesaswellasmypersonalinspirationonthepedagogicalapproachesthatcanberevolutionizedtobettersuitthen...

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作者：高德中 分类：高等教育资料 价格：15积分 属性：82 页 大小：599.23KB 格式：PDF 时间：2024-11-19

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