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1、本科生毕业论文（设计）册 学院 XXX学院 专业 英语教育 班级 XXXX级英语教育XXX班 学生 XXX 指导教师 XXX XXXX大学本科毕业论文（设计）任务书编 号： 论文（设计）题目： 论高中生英语自主学习能力的培养 学院： XXXX学院 专业： 英语教育 班级： XXXX级英语教育1班 学生姓名： XXXX 学号： XXXX 指导教师： XXXX 职称： 教授 1、 论文（设计）研究目标及主要任务本论文的研究目标是探讨自主学习的重要作用及如何培养中学英语教学。其主要任务是指导中学学生的英语自主学习能力的培养。2、论文（设计）的主要内容本论文分为三章，第一章自主学习能力的定义、理论依据
2、以及重要性，第二章介绍学生在自主学习能力培养中的作用，第三章阐述教师对自主学习能力的养成的辅助作用，最后一章说明家庭因素在学生自主学习能力的培养中的作用。3、论文（设计）的基础条件及研究路线本论文的基础条件是中外语言学家及教育学家对自主学习的研究和讨论。研究路线是通过对自主学习的理论研究，从学生、教师和家长三个方面探讨培养学生英语自主学习能力的方法。4、主要参考文献Dam, L. (1995) Autonomy from Theory to Classroom Practice. Dublin: Authentik.Krashen，S.D. (1982). Principles and Pra
3、ctice in Second Language AcquisitionM. New York：Pergamon Press Ltd.Piaget, J. (1985). The equilibration of cognitive structure: the central problem of intellectual development. Chicago: The University of Chicago Press.刘景福：PBL：自主学习的新模式，宁波大学学报（教育科学版），2007（10）。5、计划进度阶段起止日期1确定初步论文题目3月16日前2与导师见面，确定大致范围，填
4、开题报告和任务书，导师签字3月16日-3月23日3提交论文提纲3月23日-3月30日4交初稿和文献综述3月30日-4月20日5交终稿和评议书5月8日前指 导 教师： 年 月 日教研室主任： 年 月 日注：一式三份，学院（系）、指导教师、学生各一份 XXXX大学本科生毕业论文（设计）开题报告书 XXXX 学院 英语教育 专业 XXXX 届学生姓名XXXX论文（设计）题目论高中生英语自主学习能力的培养指导教师XXXX专业职称 XXX所属教研室英语高级教研室研究方向英语教学法课题论证：从学生、教师及家长三方面论证如何培养高中生的英语自主学习能力。方案设计：第一章自主学习能力的定义、理论依据以及重要性
5、，第二章介绍学生在自主学习能力培养中的作用，第三章阐述教师对自主学习能力的养成的辅助作用， 第四章说明家庭因素在学生自主学习能力的培养中的作用。进度计划：3月16日前确定初步论文题目 3月23日前写开题报告、任务书3月30日前提交论文提纲4月20日前提交初稿和文献综述5月8日前交终稿和评议书指导教师意见：指导教师签名： 年 月 日教研室意见： 教研室主任签名： 年 月 日XXX大学本科生毕业论文（设计）评议书姓 名XXX学院XXX学院专业英语教育年级（班）XXX级英语教育1班论 文 题 目论高中生英语自主学习能力的培养完成时间2013/5/8论文内容摘要随着时代的发展，信息的传播速度越来越快。
6、中外的政治、经济、文化的联系也越来越密切，因此学习英语这一国际通用语变得尤为重要。在英语教学中应注重培养学生使用英语交流，阐述思想，解决问题的能力。虽然我国在英语教学方面曾经而且正在进行着改革。然而我国的英语教学仍然存在着很多的问题。要解决这些问题，培养学生的自主学习能力不失为一个行之有效的方法。本文重点介绍了在学习者自主学习能力的培养中学生、教师和家长的责任和作用。学生是自主学习的主体，理应被放在中心位置。然后本文介绍了教师协助作用也是不可以忽视的。我国著名教育学家陶行知先生曾经说：“好的先生不是教书，不是教学生，乃是教学生学。”最后，文章介绍了家长在这一过程中的作用。要实现培养中学生自主学
7、习能力这一目标需要各方面力量的积极合作。指导教师评语 年 月 日指 导 教 师职称初评成绩答辩小组姓名职称教研室组长成员答辩记录：记录人签字： 年 月 日答辩小组意见： 组长签字： 年 月 日学院意见： 评定成绩： 签章 年 月 日XXX大学本科生毕业论文（设计）文献综述Literature ReviewLearner Autonomyhas come into voguein foreign language educationin the past years, especially after the raise of lifetime learning idea. Language t
8、eaching is now treated as language learning and it has put the learner as the core of our attention in language learning education.The term “learning autonomy” was first put forward in 1980s by Henri Holec who is considered the “father” of learner autonomy. The term has many definitions. It has been
9、 considered as a personal characteristic, as a political concept, or as an educational practice. This is because autonomy is regarded either or both as a method or as a final goal in education.There are many famous definitions in present literature. Holec (1981) defined autonomy as “the ability to t
10、ake charge of ones own learning”. By David Little (1991), “autonomy is essentially a matter of the learners psychological relation to the process and content of learning”. Leslie Dickinson has put forward that learning autonomy is a situation in which the learner is completely reposeful for the choi
11、ces concerned with his or her learning and the effect of those choices. Phil Benson view learning autonomy as “a recognition of the rights of learners within educational systems”. Learning autonomy is based on Constructivism theory. It is a theory to explain how knowledge is constructed in the human
12、kind when information brings into contact with knowledge in existence that had been developed by experiences. It has its origins in cognitive psychology and biology and an approach toeducation that put emphasis on the ways knowledge is created in order to fit in the world. Constructs are different t
13、ypes of filters we choose to put over our realities to change our reality from confusion to order. Constructivist learning theory is a philosophy thought prevailed in 1960s and 1970s. It was first proposed by Swiss psychologist Piaget. According to the theory, students knowledge is not gained throug
14、h teachers lecture but gained through active and constructing way with the help of others, by using necessary learning material in certain circumstance, that is, socio-cultural background. The core of constructivism is: regarding students as the center of learning, emphasizing students searching kno
15、wledge actively. Constructivism stands that the type of learner is self-directed, creative, and innovative. The objective in education is to become creative and innovative through analysis, conceptualizations, and synthesis of previous experience to create new knowledge. The learning goal is the hig
16、hest order of learning: heuristic problem solving, meta-cognitive knowledge, creativity, and originality. Discovery learning is a technique of inquiry-based instructionand is considered a constructivistbased approach to education. It is supported by the work of learning theorists and psychologists J
17、ean Piaget, Jerome Bruner, and Seymour Papert. Although this form of instruction has great popularity, there is some debate in the literature concerning its efficacy (Mayer, 2004).Jerome Bruner is often credited with originating discovery learning in the 1960s, but his ideas are very similar to thos
18、e of earlier writers (e.g.John Dewey). Bruner argues that “Practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving” (Bruner, 1961, p.26). This philosophy later became the discovery learning movement of the 196
19、0s. The mantra of this philosophical movement suggests that we should learn by doing. In 1991, The Grauer School, a private secondary school in Encinitas, California, was founded with the motto, “Learn by Discovery”, and integrated a series of world-wide expeditions into their program for high schoo
20、l graduation.Instructional scaffoldingis a learning process designed to improve a deeper level of learning. Instructional scaffolding is the obligation of sufficient support to promotelearning when concepts and skills are being first introduced to students. These supports may include the following:
21、resources, a compelling task, templates and guides, guidance on the development of cognitiveand social skills.Self-regulated learning theory attempt to explain why and how students learn on their own and what students should know about themselves and study tasks in order to learn independently. It f
22、ocuses on how students manage their own learning. It describes a process of taking control of and estimating ones own learning and behavior.Self-regulated learning put emphasis on autonomy and self- regulated learners must be capable to monitor, direct, and regulate actions toward goals of informati
23、on acquisition, expanding knowledge, and self-improvement. Particularly, self-regulated learners are aware of their academic strong points and weak spots, and they can use appropriate strategies to deal with the challenge of learning tasks. Students who are self-regulated learners believe that oppor
24、tunities to take on challenging tasks, practice their learning, develop a deep understanding of subject matter, and exert effort will give rise to academic success. In part, these characteristics may help to explain why self-regulated learners usually exhibit a high sense ofself-efficacy. In the edu
25、cational psychologyliterature, researchers have linked these characteristics to success in and beyond school.The researches on autonomous learning in foreign countries began in the 1970s, developed in the 1980s, and to the end of 1990s achieved a very high achievement both in the aspects of theory a
26、nd practice. It is now in its mature period.The foreign scholars focus on diversification of the objects of the study, and they try to take care of all levels of the students. The objects of research are decentralized. Their researches are based on empirical research, and supplemented by speculative
27、 research.The main contents of their studies involve the definition and connotation of autonomous learning, hierarchical and principle of autonomous learning, the theoretical foundation for autonomous learning, autonomous learning conditions, promoting or restricting factors of autonomous learning,
28、teachers role in autonomous learning, culture suitable for autonomous learning, autonomous learning center establishment, autonomous learning strategies, self-regulated learning approaches, contents and methods.In foreign countries, more than 20 books about autonomous learning have been published, a
29、nd academic papers are also too many to count. It has formed a set of more perfect autonomous learning theory, which provides the theoretical basis for the research at home.Many scholars have paid close attention to autonomous learning since 1980s. Some of them focused on the philosophical, ideologi
30、cal, social, and political aspects (Holec, 1979); some on more abstract or practical aspects of the concept (Benson & Voller, 1997); many other researchers have bone their investigation on autonomous learning(Broady & Kenning, 1996).Researches on autonomous learning in China began in the 1990s, 20 y
31、ears later than abroad, and developed slowly. We are still in the development stage. And the studies in foreign countries are the theoretical basis for research in China. The research objects of Chinese scholars researches are relatively concentrated. They focus on the study of mixed groups of stude
32、nts.Chinese scholars researches mainly focused on two aspects: the introduction of foreign research findings and the cultivation of autonomous learning ability in the situation of China. Their researches are narrower. There are many aspects that they havent even noticed, such as the subjective and o
33、bjective factors that restrict autonomous learning, the cultivation of autonomous learning ability out of class, and so on. However, the researches on autonomous learning at home have made a great progress recently. There are 7 monographs, they are: Pang Weiguos Autonomous Learning: Learning and Tea
34、ching Theory and Strategy (East China Normal University press, 2003), Xu Jinfens Autonomous Learning Theory and Practice in College English Teaching (Chinese Academy of Social Sciences, 2007), Zheng Jinzhous Autonomous Learning (Fujian Education Press, 2005), Sichuan Education Press Autonomous Learn
35、ing (Sichuan Education Press, 2005), Lin Lis The Application of Autonomous Learning in English Teaching (Capital Normal University press, 2005), 100 Wonderful Pieces of Autonomous Classroom edited by Beijing Haidian Research Institute of Education Science (KaiMing press, 2006), Jin Yanfengs Autonomy
36、 and Guide: the Guiding Strategies of Classroom Teaching on the Basis of Autonomous Learning (2004: 5). In addition, there are more than 500 academic papers published whose keyword is autonomous learning. Previous researches on autonomous learning have mainly focused on western researchers opinions
37、which are feasible in foreign countries. Their strategies are not workable in China which has different educational traditions. As a result, aiming to investigate how learners respond to autonomous learning in Chinese high school is more difficult. Chinese researchers Cheng Xiaotang (1999) and few o
38、ther people have made tentative researches on learning autonomy in China with illustration of the concept, but they put it into too broad range lacking of practical implications.27本科生毕业论文设计题目：论高中生英语自主学习能力的培养作者姓名： XX 指导教师： XX 所在学院： XX学院 专业（系）： 英语教育 班级（届）： XX届 完成日期 2013 年 5 月 8 日On Cultivating High Sc
39、hool Students Autonomy in English LearningBYXX Prof. XXX, TutorA Thesis Submitted to Department of English Language and Literature in Partial Fulfillment of the Requirements for the Degree of B.A. in English At XXXXUniversityMay 8th, 2013AbstractWith the development of the society, the information c
40、hanges faster and faster. The contact between China and other foreign countries in political, economy and culture becomes closer. Therefore, learning English, an international language, becomes more important. In English teaching, teachers should focus on training students to use English to express
41、thoughts and solve problems. Although the reform in our countrys English teaching has been carrying on, there still exist many problems in Chinese English teaching. To solve these problems, the cultivation of students autonomous learning ability is an effective method. This paper focuses on the role
42、 of students, teachers and parents in the fostering of students autonomous learning ability. Students, who are the main body of independent study, should be put at the central position. The importance of teachers assisted effect can not be neglected. Chinese famous educator Tao Xingzhi once said: a
43、good teacher is not to teach textbook, not to teach the students, but to teach students to learn. At last, the thesis introduces the parents role in the process of cultivating students autonomous learning. To achieve the goal of training students active autonomous learning ability needs the cooperat
44、ion of different people.Key words: autonomous learning, learning strategies, high school English learning摘要随着时代的发展，信息的传播速度越来越快。中外的政治、经济、文化的联系也越来越密切，因此学习英语这一国际通用语变得尤为重要。在英语教学中应注重培养学生使用英语交流，阐述思想，解决问题的能力。虽然我国在英语教学方面曾经而且正在进行着改革。然而我国的英语教学仍然存在着很多的问题。要解决这些问题，培养学生的自主学习能力不失为一个行之有效的方法。本文重点介绍了在学习者自主学习能力的培养中学生、教师和家长的责任和作用。学生是自主学习的主体，理应被放在中心位置。然后本文介绍了教师协助作用也是不可以忽视的。我国著名教育学家陶行知先生曾经说：“好的先生不是教书，不是教学生，乃是教学生学。”最后，文章介绍了家长在这一过程中的作用。要实现培养中学生自主学习能力这一目标需要各方面力量的积极合作。关键词：自主学习, 学习策略, 高中英语学习ContentsAbstract in English iiiAbstract in Chinese iv1. Introduction