Cultivation of College Students’ Autonomous English Learning 大学生英语自主学习能力的培养

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CultivationofCollegeStudents’AutonomousEnglishLearning大学生英语自主学习能力的培养ContentsChineseAbstract………………………………………………………………….….2EnglishAbstract………………………………………………………………….….31Introduction……………………………………….……………..….…….…...........42.DefinitionofAutonomousEnglishLearning2.1Presenter………………………………………..…………………...……...….42.2Connotation........................................................................................................52.3Participant2.3.1Guiders………………………………………...……………………….52.3.2Executants………………………………………..…………………….52.3.3Researchers………………………………………..…….………..……53.HowtoCarryoutAutonomousLearningWell3.1MethodsofTraditionalLearning……………………………………….……63.2ComparisonbetweenAutonomousandTraditionalLearning……………..63.3WaystoCultivateAutonomousEnglishLearning3.3.1StrongerConsciousness…………………..…………………….……...73.3.2ClearTargets…………………………..……………………………….73.3.3WholePlans……………………...………………………………...…...73.3.4AppropriateMethods………….……………………………..………..84.Conclusion……………………………………………………………………..…....9Bibliography………………………………………………………………………….11 摘要目前,大学生英语自主学习能力普遍较低,而自主学习能力的培养是教育、教学的重要目标，本文以大学英语教与学的现状为基础，主要讨论自主学习的内涵、参与者以及通过和传统学习的对比来阐述如何较好的进行自主学习。关键词：自主学习自觉性目的计划方法AbstractAtpresentthecollegestudents'abilityofautonomousEnglishlearningispoor.However,thecultivationofautonomouslearningabilityisanimportanttargetofeducationandteaching.OnthebaseofthecurrentEnglishteachingandlearningpracticeincollege,thispaperdiscussesitsconnotation,participantsandhowtocarryoutautonomouslearningwellbycomparingitwithtraditionallearning.Keywords:autonomouslearningconsciousnesstargetsplansmethods CultivationofCollegeStudents’AutonomousEnglishLearning1．IntroductionIn2004,thebookTeachingRequirementofCollegeEnglishissuedbytheMinistryofEducationstated,“teachersshouldchangetheirrolefromthemodeofteachingknowledgeandskillsmonotonouslytothecultivationofautonomouslearningandapplicationoflanguageincludingteachingknowledgeandskills.”Italsopointedoutthatthecenteroflearningshouldbestudentsinsteadofteachersandparticularlylaidemphasisontheimprovementofstudents’autonomyandtheindividuationofEnglishteaching.ThusautonomousEnglishlearningbecameanimportantpartofinnovationofcollegeEnglishteachingandsincethenthecultivationofautonomousEnglishlearninghasbecomethekeypointofEnglishteachingincolleges.ThecultivationofautonomousEnglishlearningcannotonlyhelpstudentslearnEnglishwellbutalsocandogoodtothecultivationoftheirabilities,suchasindependence,consciousness,creativity,comprehensionandsoon.Thisexertsgreateffectontheirfuturelivesandjobs.ThepapermainlyintroducessomeadvantagesofautonomousEnglishlearningandwaystocultivateit.2.DefinitionofAutonomousEnglishlearningAutonomousEnglishlearningisanewwayofstudy.ForthedefinitionofautonomousEnglishlearning,differentpeopleholddifferentviews.Alotofscholarshavestudieditsbasictheories,characteristics,andsignificancetoteachingandlearning.Thepapertalksaboutitspresenters,connotationandparticipants.2.1PresenterIn1981,Holec,thefatherofthetheoryofautonomouslearningsaid“theabilityofautonomouslearningistheabilityofsupervisingourselves.Itacquiresustolearnbyourselvesandsolveproblemswhichcomeoutinautonomouslearning”.ThenLittledefinedautonomouslearningastheabilityofdependence,criticalconsidering,makingdecisionsandputtingdecisionsinpractice.Nunanalsoadmittedtheimportanceofthisability.Hethoughtautonomouslearningwasthatpeoplewereabletoestablishtheirowntargetsandcreateopportunitiesoflearning.Allthesescholarsaretherepresentativesstudyingautonomouslearning.Otherfamousscholars,suchasCotterall,Allwright,alsostatetheirownviews.Due tothesedifferentopinions,peopleneedabetterandcomprehensivewaystolearnautonomously.2.2DefinitionAutonomouslearningarelativemodernwayoflearningcomparedwithtraditionallearning.Studentswhoareinthecenteroflearningachievetheirtargetsbyanalysis,exploration,practice,doubt,creationandsoon.Asarule,autonomouslearningindicatesthatlearnerscanchoosetheirtargets,contentsandmethodsoflearningfreelyaccordingtotheirownconditionsanddemandunderthemacrocontrolofthewholeteachingtargetsandinthedirectionsofteachers.Besidestheycanachievetheirdetailedtargetsbyself-adjustment.2.3ParticipantLearningEnglishwellisaquestionoftime.Atthesametime,participantsarenecessary.TheywillaffecttheautonomousEnglishlearningdirectly.TheyplayanimportantpartinautonomousEnglishlearning.Generallyspeaking,intheprocessofautonomouslearning,participantsincludeguiders,executants,andresearchers.2.3.1GuidersInautonomouslearning,itisnodoubtthatteachersareguiders.Teachersbegintochangethemselvesfrom“teach”to“guide”andbecomeguiders.Theyshouldbeinchargeofsupervisingstudents,justlikesettingupproperplans,establishinggoodtargetsandformingfavorablehabits.Alsoteachersshouldcreateproperteachingatmosphere,bringupstudents’interest,andinspiretheirpositivity.Thisisveryhelpfulforstudentstocarryoutautonomouslearning.Atthesametime,teachersshouldexaminestudentsforsometimessoastoseetoitthattheyarecarryingoutautonomousEnglishlearningverywell.2.3.2ExecutantsStudentsareinthecenterofautonomouslearning.Theyareexecutants.Anyoneelseisjustassistant.Theyshouldbeactive.Afterteachershelpthemsetupproperplansandestablishappropriatetargets,theymustcarryoutautonomouslearningonlybythemselves.Atthesametime,executantsshouldbeconfident.It’susefulforthemtoachieveautonomouslearning.Inthecourseofautonomouslearning,executantsmustevaluateandadjustthemselves.Autonomouslearningishelpfultoinspiretheirpotential.Forexample,studentsmakeawholeplanofautonomouslearningwiththehelpofteachers,butitisthestudents,thetrueexecutants,whocarryouttheplan.Theycontrolthewholeprocessoflearninganddecidehowtoconductautonomouslearning.2.3.3Researchers Autonomouslearningisanewtheory.Theproblemthatpeoplefaceishowtocarryitoutandmakeitautomatic.Researchersareresponsibleforthisthing.TheyshouldlearnthetheoriesofEnglishteachingandupdatetheirknowledgeastherelevantresearchesgodeeper.TheyshouldtrytheirbesttomakestudentsloveEnglishandbewillingtolearnEnglish.Alsoresearchersaresupposedtostudypsychologyandpedagogy.ItisbeneficialtocombinecontemporaryEnglisheducationwiththeactualconditionsofcollegestudents.Inaword,researchersleadthefuturedirectionofautonomouslearning.3.HowtoCarryOutAutonomousLearningWellTotellthetruth,autonomouslearningisn’teasytopractice.Noteverybodycandothis.Itrequiresstudentstohavestrongconsciousness,cleartargets,wholeplansandappropriatemethods.Whenstudentsacquireallthese,theymayachievetheirexpectedtargets.Thefollowingpartisaboutthewaysoftraditionallearningandcomparesitwithautonomouslearningsothatstudentscangainaninsightintotheadvantagesandfeaturesofautonomouslearning.3.1MethodsoftraditionallearningBeforeautonomouslearningisbroughtforward,agreatnumberofpeoplealwaysusetraditionalwaystolearn.Theyjustdowhatteacherstellthemtodowithoutconsideration.Studentsonlylearnmechanicallyandteachersteachmechanicallyaswell.ThemosttypicalapproachesareGrammar-TranslationMethod,theDirectMethodandsoon.Thesemethodsmaybenecessarybutnotveryeffective.Differentpeoplehavedifferentcapabilities.Maybesomeoneisabletogetnewknowledgequickly,whileothersjustcan’tabsorbit.Traditionallearningcan’tsatisfystudents’variousneeds.Abetterandmoreeffectivelearningmethodisingreatneed,thusautonomouslearningarises.3.2ComparisonbetweenAutonomousandTraditionalLearningAfterautonomouslearningisputforward,moreandmorepeoplebegintoapplythisnewmethod.Ithasastrongimpactontheirtraditionallearninghabits.Infact,thepopularityofautonomouslearningliesinitsobviousadvantagescomparedwithtraditionallearning.Firstly,theyaredifferentintheformoflearning.Takingtraditionallearningforexample,itfocusesoncrammingalotofknowledgeintostudents.Althoughteacherstransmitwhattheyknowtostudents,buttheydon’tconsiderwhetherstudentshavegotandunderstoodthemwhichisveryimportant.Whileautonomouslearningisjustontheopposition.Itlaysemphasisonautonomy.Studentsareactiveandthisisveryhelpfulfortoenhancetheirlearningeffect. Secondly,theyalsohavedifferenceinthecontentoflearning.Forexample,traditionallearningdoesnottakethedemandofstudentsintoaccountandevenignoresindividualdifference.Thefeatureoftraditionallearningisunification,includingtheteachingcontents,technologyandactionwithoutconsideringstudents’need,sensibilityandsoon.Autonomouslearningisaccomplishedbystudents,andteachershardlygetinvolvedintheirlearningprocess,sostudentscandependonthemselvesaccordingtheirinterestandneed.3.3WaystoCultivateAutonomousEnglishLearningApparently,autonomouslearningdoesn’tmeanindulgingstudents.Teachersshouldexaminetheirautonomouslearningbyanypossiblemethod.Forexample,teachersshouldutilizesparetimetoimplementpersonalorgroupexaminationtomakesurethatstudentsaredoingwell.Howcanwecarryitoutsinceautonomousisquiteuseful?3.3.1StrongerConsciousnessAutonomouslearninggivesemphasistostudents,wholackself-controlbecausetheyareyoung.Consciousnessisthebaseofautonomouslearning.Intheprocessofautonomouslearning,especiallyEnglishautonomouslearning,studentsonlydependonthemselves.Theyhavealotoffreetimeandtheymustknowhowtodominateitrationally.Withoutstrongconsciousness,theycan’tmakefulluseoftheirfreetimewell.Theymayplaygames,playcardsordosomeotherinsignificantthings.Theydon’tcareaboutstudyatall.Studentswhohavestrongconsciousnessaredifferentfromthosewithlessself-control.Theyarecapableofutilizingtheirtimeverywell.Thosepeoplemayreadbooks,writesomearticlesandsoon.Inaword,theycancarryoutautonomouslearningduringtheirfreetime.Theirstrongerconsciousnessisthefoundationofautonomouslearning.3.3.2ClearTargetsBeforeonedoessomething,onemusthavecleartargets.Itenablesonetoknowwhatoneshoulddotoachievethetargets.Itisjustlikealampfromthedistanceandleadsustotheothershore.Asforautonomouslearning,studentshavetosetcleartargets.Targetscanbedividedintotwokinds:short-termandlong-termones.Short-termtargetsareeasytoachieve.Studentscanbuildconfidencebyaccomplishingtheshort-termgoalsandthisisveryhelpfulforthemtoachievelong-termones.DuringEnglishautonomouslearning,thegoalofstudents’learningistocommunicatewithothersinEnglishfreely.Theshort-termtargetistostabilizethefoundationofEnglish.Forexample,studentsshouldpracticetheirabilitiesoflistening,speaking,readingandwriting.Unlesstheypossesstheseabilities,theyarecapableofachievingtheirlong-termtargets.Alsothesetargetsplayanecessaryroleintheprocessof theirEnglishautonomouslearning.3.3.3WholePlansManystudentsthinkthatEnglishisveryimportant.Buttheydon’thaveanyplansatall.Instead,theyonlydowhatteacherstellthemtodo.Eveniftheyhavesomeplans,theplansarenotcomprehensiveandthearrangementisveryoptional.Soitcausesthefailureinachievingtheirexpectativetarget.ThesestudentsarepassiveandthishasabadeffectonEnglishautonomouslearning.AutonomousEnglishlearningisawholesystem.Insuchconditions,studentsmustmakewholeplanstorealizeeffectivelearning.WholeplanscantellthemwhattheyshoulddoandhowtodotoachievetheirtargetsinEnglishlearning.Ifstudentsdon’thavewholeplansinautonomousEnglishlearning,theyareunabletofinishtheirtask,becausetheymaybeconfused.3.3.4AppropriateMethodsStudentscancarryoutautonomousEnglishlearningwhentheyacquirethethreeabove.What’smore,appropriatemethodsarenecessary.WhatweshoulddoinautonomousEnglishlearning?Whichappropriatemethodscanwechoose?Studentsshouldchoosethosemethodswhicharesuitablefortheminsteadofgoingwiththestream.Atthesametime,theyoughttointensifythetrainingoftheirweaknessaccordingtotherequirementofEnglishlearning.AppropriatemethodscanhelpthemtocarryoutautonomousEnglishlearningverywell.Strongconsciousness,cleartargets,wholeplansandappropriatemethodsarethefournecessarycomponentsofautonomouslearning.Itisobviousthatautonomouslearningcanmaintainstudents’enthusiasmandcuriosityinEnglishlearning.Besides,whenstudentsacquirethem,itispossibleforthemtoachieveeffectiveEnglishlearning.4.ConclusionThecultivationofautonomousEnglishlearningisanimportanttargetofeducationandinnovationofcollegeEnglishteaching.Whethertheteachingreformcansucceedornotmainlyliesonwhetherstudentscancarryoutautonomouslearningverywellornot.Inthefuture,studentscanlearnthespecificknowledgeofEnglishthattheyneedintheirlivesandjobsinnon-educationalcondition.Soitisveryimportanttocultivatetheabilityofautonomousleaninginuniversity.Nowadayseducationgraduallyvaluestheimprovementofpeople’sability.Thefuturesocietyisfulloffiercecompetition.Peoplehavetoreceivelifelongeducationandcarryoutincessantself-developmenttoadapttoit.Whilelifelongeducationneedstheautonomous abilityofbeingawayfromteachers.Sointermsofmoderneducation,especiallyEnglisheducation,peopleshouldpracticeautonomouslearning.Theyneedindependentthinkingandself-consciousmanagement. 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