导　　师： 温晋方

学科专业： 040102

授予学位： 硕士

作　　者： ;

机构地区： 广州大学

摘　　要： 随着中国教育改革的不断深入，素质教育始终是一个热门的话题。自主学习通常指主动、自觉、独立的学习，它与被动、机械、接受式的学习相对。旨在培养学生的自主学习能力的中国英语课程新标准是素质教育的重要组成部分。论文旨在探讨学习者自主性的发展，对其进行有效的探索，在自主学习理论的背景下,讨论目前的初中教学情况，结合自主学习的理论基础，分析发展自主学习的必要性。 本研究旨在于发现学生在自主学习方面存在的问题，探讨如何提高学生的自主学习英语的能力，从而更好地促进英语教学。在建构主义和人本主义的指导下，通过问卷调查、访谈等方法对初中生的自主学习能力进行了探讨,分析影响自主学习的因素，本文想解决的主要问题有:1/)初中生英语自主学习现状如何？2/)优生（成绩好的学生）和普通生（成绩一般的学生）自主能力存在差异吗？3）学生的英语成绩在使用元认知策略训练后会相应地提高吗？ 通过数据分析，实证研究结果比较，作者得出如下结论：1）初中生的英语自主学习能力还较低。实验组的大部分学生的自主学习意识增强了，自主学习时间明显增多了，意识到他们应该为自己的学习负责，但仍需老师的帮助；2）优生和普通生在自主学习的一些关键因素如学习意识与态度、目标与计划、自我评估、学习策略及学习时间等方面存在显著差异，即优生自主学习能力高于普通生；3）接受元认知策略训练后学生的英语成绩有不同程度的提高。通过元认知策略训练，学生会使用有效的学习策略，学生的学习方法显著改善，并能采取更多合适的学习策略促进语言学习。作者希望,本研究对于如何提高学生的自主学习能力有抛砖引玉的作用。 With the reform of education in China, the so-called quality-oriented educationis always a buzzword. Learner autonomy is commonly described as active,self-directed and independent learning. At the same time, learner autonomy is animportant guarantee of learner's sustainable development. The New EnglishCurriculum Standard for Senior High School states that to foster students’ learnerautonomy is an essential part of the quality-oriented education. This paper aims atexploring the development of learner autonomy through the metacognitive strategiestraining. To make effective exploration, the thesis begins with the discussion of thebackground of learner autonomy theories and the current teaching situation in juniorhigh school, then the writer reviews the definition and theoretical bases of learnerautonomy, analyzes the necessities of developing learner autonomy. This thesis aims to identify students' autonomous problems,and find out effectiveways to promote learner autonomy for Chinese junior high school English as foreignlanguage /(EFL/) students so as to improve the efficiency of English learning. Based onhumanism and constructivism, the key questions addressed in this paper are:1/)What'sthe current autonomous situation of learners at junior high school?2/)Is there anydifference between excellent /(higher achievements/) and moderate learners /(averageachievements/)regarding autonomous English learning /(AEL/)?3/)Can students' Englishlearning achievements be improved accordingly after metacognitive strategiestraining? Through data analysis, the empirical study and comparison of the results are:1/)The findings show that the current level of autonomous English learning amongjunior high students remains at a low level. Most students in the experimental grouphave enhanced learner autonomy awareness after one-semester training ofmetacognitive strategies, learning English time is increased obviously, they arewilling to take responsibility for their learning with the teachers' help.2/)The studyalso reveals that there are significant differences between excellent and moderatelearners in terms of awareness, attitude, goals, planning, self-evaluation, learning strategy and learning time, that is to say, excellent learners are more autonomous thanmoderate learners in language learning.3/)Students' English learning achievementscan be improved accordingly after metacognitive strategies training. The students'learning techniques have been greatly improved and more appropriate learningstrategies have been used in their language learning. Their abilities to use learnerautonomy have also been improved to different extent after metacognitive strategiestraining. Therefore, the author hopes that what is made in this thesis can bring someenlightenment to language teaching and learning.

关 键 词： 初中生 元认知策略 英语自主学习 学习成绩

分 类 号： [G633.41]

领　　域： [文化科学]