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1、学校代码 研究类型 基础研究 教育硕士专业学位论文题 目:On Developing Normal College Students English Learning Autonomy through Implementing Extra-curricular Assignment On Developing Normal College Students English Learning Autonomy through Implementing Extra-curricular AssignmentA Thesis Presented toThe College of Foreign La
2、nguagesZhejiang Normal UniversityIn Partial Fulfillment of the RequirementFor Degree of Master of ArtsBy XXXXXXXXXUnder the Supervision of Professor YYYYYYYYYOct. 2008摘要为了了解课外作业的实施对提高师范大学生自主学习能力的影响, 本文围绕以下几个问题进行了研究: 1. 师范生的英语课外作业现状是怎样的? 2. 能提高师范生自主学习能力的课外作业的实施模式是怎样的? 3. 课外作业模式对提高师范生自主学习能力有何影响? 本文在二语
3、习得和自主学习等理论的基础上，通过以问卷为主、访谈为辅的方法，对宁波大学教师教育学院的学前教育大专一年级学生的课外作业情况进行了调查和分析，发现大部分学生在完成课外作业方面缺乏主动性和自主学习的能力，不善于反思和评价自己的学习方法和过程。在此基础上，文章首先通过文献研究的方法阐述了课外作业的定义、基本特征、类型，并提出了适合师范生自主发展的英语课外作业实施原则：师导生主，兴趣导向，合作与自主结合。本文重点从实施原则出发，对学生课外作业的实施进行了为期一年的行动研究。探索了适合师范大学生，且有利于发展他们自主学习能力的课外作业新模式：1. 作业与专业相结合、练习与活动相结合、学习内容与学习策略相
4、结合的实施形式；2. 课外作业课内展示、制定学习计划和记录学习日志的实施方法。在此基础上，通过书面打分、口头评价与情感交流的评价方法；设计者，促进与监督者，评价者的教师角色；浙江省英语三级考试年级段成绩对比和问卷调查，发现学生的学习成绩有较大提高，学生的自我管理、自我规划、自我评价、自我引导、自我监控能力得到较快发展, 从而为自主学习能力较弱的师范大学生的课外作业实施提供借鉴与启示。关键词：课外作业；自主学习；师范大学生；大学英语AbstractTo investigate the effect of developing normal college students English lea
5、rning autonomy through implementing extra-curricular assignment, the following specific questions are addressed in the research:1. What is the present condition of English EA for normal college students?2. What is the implementing model of EA which can develop normal college students learning autono
6、my?3. What are the effects of EA model to develop normal college students learning autonomy?With the theories of second language acquisition and learning autonomy as its major theoretical base, this paper, mainly conducted by questionnaire and supplemented by interviews, investigates the implementat
7、ion of extra-curricular assignment (henceforth, EA) among freshmen of preschool education in Teacher Education College, Ningbo University. The study finds that most of the normal college students lack initiative and autonomous learning ability, and are weak in reflective learning and self-evaluation
8、.Based on the investigation and literature review, this paper first discusses the definition, features and types of EA, and it puts forward some principles of implementing EA among the normal college students, which will benefit their autonomous development: being teacher-guiding and students-center
9、ed, being interest-leading, and combing collaborative learning with autonomous learning.With these principles, the paper then carries out a one-year action study, aiming at a new model of EA, which is suitable for the students and will promote the development of their autonomous learning ability: 1.
10、 As for implementation patterns, combining EA with specialty study, combining exercises with activities, and combining learning content with learning strategies; 2. As for implementation methods, combining classroom show with formulating learning plan and keeping learning diaries. Furthermore, throu
11、gh the evaluation, combining written score with oral comment and affection communication; through the teachers role, combining the designer, the promoter and the monitor with assessor; through the score analysis in CET Band 3 and a second questionnaire, it is found that the students scores have been
12、 improved to a big extent and their self-management, self-planning, self-evaluating, self-direction and self-monitoring have been developed rapidly, which means that the new model has provided reference and enlightenment for those students who are weak in learning autonomy. Key words: extra-curricul
13、ar assignment; learning autonomy; normal college students; college EnglishContents摘要IABSTRACTIICHAPTER ONE INTRODUCTION11.1Research Purpose11.2Research Significance21.3Research Questions31.4 Organization of Thesis3CHAPTER TWO LITERATURE REVIEW42.1 Second Language Acquisition42.2 Learning Autonomy62.
14、3 Humanistic Psychology82.4 Motivation92.5 The Enlightenment to the EA10CHAPTER THREE THE PRESENT CONDITION OF ENGLISH EA123.1 Interview123.1.1 The Purpose and Method123.1.2 The Interviewees133.1.3 The Results and Analysis133.2 Survey143. 2.1 The Subjects and Method143. 2. 2 The Content143.2.3 The A
15、nalysis and Inspiration21CHAPTER FOUR THE FUNDAMENTAL ELEMENTS OF ENGLISH EA234.1 The Definition234.2 The Basic Features244.3 Types254.3.1 Classification by Form254.3.2 Classification by Timespan254.3.3 Classification by the Extent of Autonomy254.3.4 Classification by the Extent of Independence264.4 The Principles of EA Arrangement264.4.1 The Teacher Guiding and the Students Centered264.4.2 The Backbone Students Promoting274.4.3 EA Optional274.4.4 Classroom Teaching Combining284.4.5 Interest Oriented294.
