《促進學習者自主探索》由王艷萍編寫。在大課堂里，如何促進學習者自主？《促進學習者自主探索》目的在於在某種程度上尋找合適的方法解決這一問題。作者建議採用一種新的教學方法：在大班教學環境下，藉助多媒體和網際網路資源，結合其他課堂教學活動，促進大學英語學習者自主。
基本介紹
- 書名：促進學習者自主探索
- 作者：王艷萍
- 出版日期：2011年11月1日
- 語種：簡體中文, 英語
- ISBN：9787551700559
- 外文名：Promoting College English Learner Autonomy in a Big Class
- 出版社：東北大學出版社
- 頁數：101頁
- 開本：32
基本介紹,內容簡介,作者簡介,圖書目錄,
基本介紹
內容簡介
《促進學習者自主探索》由東北大學出版社出版。
作者簡介
王艷萍，副教授，生於1972年，現就職於遼寧醫學院。1996年畢業於瀋陽師範學院，獲英語教育學士學位。2005年獲得遼寧師範大學英語語言文學碩士學位。2009年9月至2010年7月於北京外國語大學做高級訪問學者。長期從事大學英語、研究生英語教學與研究工作。
圖書目錄
1 INTRODUCTION
1.1 Background of promoting learner autonomy in China
1.2 Research questions on promoting learner autonomy in a big class
2 LITERATURE REVIEW
2.1 Dfinition of LA and its complexity
2.1.1 Foreign scholars' definition of LA
2.1.2 Chinese scholars' clef'tuition of LA
2.1.3 The author's definition of LA
2.2 The importance of LA (Why LA)
2.3 Researches into the influence on LA
2.3.1 Attitude and belief
2.3.2 Motivation
2.4 Approaches to promoting LA (How LA)
2.4.1 Self-Access Center (SAC)
2.4.2 Multimedia and Computer-Assisted Language Learning (MCALL)
2.5 The characteristics of an autonomous learner
3 METHODOLOGY3.1 Introduction
3.2 General and specific research questions/hypotheses
3.3 Subjects3.4 Instruments3.5 Data-Collection
3.6 Data-Analysis
3.6.1 Questionnaire before the experiment
3.6.2 The questionnaire data analysis before the experiment
3.6.3 The procedures of the experiment
3.6.4 After the experiment
3.7 Results and discussion
4 IMPLICATION
4.1 Implication on English teaching and learning in a big class
4.1.1 Teachers' attitudes to language teaching and learning changed
4.1.2 Teachers' roles in language teaching and learning transferred
4.1.3 Students' attitudes towards language learning changed
4.1.4 Students' roles in leaming transferred
4.2 Measures taken in English teaching and learning in a big class
4.2.1 Making full use of Multimedia and Computer-Assisted Language Learning (MCALL) system
4.2.2 Combining teachers' presentation and students' engagement in class activities
4.2.3 Requiring students to write a journal every week
5 CONCLUSIONS
5.1 Major findings
5.2 Limitations
5.3 Recommendations for further research
REFERENCES
APPENDIXES
ACKNOWLEDGEMENTS
1.1 Background of promoting learner autonomy in China
1.2 Research questions on promoting learner autonomy in a big class
2 LITERATURE REVIEW
2.1 Dfinition of LA and its complexity
2.1.1 Foreign scholars' definition of LA
2.1.2 Chinese scholars' clef'tuition of LA
2.1.3 The author's definition of LA
2.2 The importance of LA (Why LA)
2.3 Researches into the influence on LA
2.3.1 Attitude and belief
2.3.2 Motivation
2.4 Approaches to promoting LA (How LA)
2.4.1 Self-Access Center (SAC)
2.4.2 Multimedia and Computer-Assisted Language Learning (MCALL)
2.5 The characteristics of an autonomous learner
3 METHODOLOGY3.1 Introduction
3.2 General and specific research questions/hypotheses
3.3 Subjects3.4 Instruments3.5 Data-Collection
3.6 Data-Analysis
3.6.1 Questionnaire before the experiment
3.6.2 The questionnaire data analysis before the experiment
3.6.3 The procedures of the experiment
3.6.4 After the experiment
3.7 Results and discussion
4 IMPLICATION
4.1 Implication on English teaching and learning in a big class
4.1.1 Teachers' attitudes to language teaching and learning changed
4.1.2 Teachers' roles in language teaching and learning transferred
4.1.3 Students' attitudes towards language learning changed
4.1.4 Students' roles in leaming transferred
4.2 Measures taken in English teaching and learning in a big class
4.2.1 Making full use of Multimedia and Computer-Assisted Language Learning (MCALL) system
4.2.2 Combining teachers' presentation and students' engagement in class activities
4.2.3 Requiring students to write a journal every week
5 CONCLUSIONS
5.1 Major findings
5.2 Limitations
5.3 Recommendations for further research
REFERENCES
APPENDIXES
ACKNOWLEDGEMENTS
