自主学习理论在中学英语教学中的应用.doc

附件1:英语专业本科生毕业论文格式模板

毕业设计封皮颜色为兰色。不得改变封面上原有项目的字体字号。
（论文）

Title英文题目在前，Times New Roman小三号加粗居中排写
: A Practice of Encouraging Learner Autonomy in a Middle School

题目中文题目在后,宋体小三号加粗居中排写
：自主学习理论在中学英语教学中的应用

学生姓名：X X X
专 业：英 语
班 级：030613
指导老师：X X X

二零零七年六月
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Abstract小三号Times New Roman加粗字体居中

Since中英文摘要内容段首空两个中文字符，正文用Times New Roman，小四号
1980’s, with the rise of meta-cognition, “self-autonomy” becomes popular with the pedagogues. The “self-autonomy” learners is the person who has the ability of supervising his or her learning behavior, setting up goals according to his or her practical conditions, making out studying plans, choosing learning strategies, monitoring learning process and making self-assessment and self-evaluation in time. The author conducted an experiment study in view of two classes, an experimental class and a control class, in order to know that whether the project of constructing a learner profile can encourage middle-school learners’ self-access learning ability fostering. After a careful analysis of the questionnaires, learner profiles they handed in and the exam results, the author found that the experimental class have made progress while compared with the control class. And the students in the experimental class had paid more attention to their learning process and were more active to learn. The experiment tells us that in the middle school of the countryside, it is absolutely possible to encourage learners’ senses of responsibility, develop the self-access learning ability preliminarily and help them to learn effectively in their future learning
Key words关键词题头英文用小四号Times New Roman, 加粗，各词条间均用分号“；”隔开
：learner profiles；self-access learning ability；learning strategy

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摘 要小三号黑体字加粗居中

20中英文摘要内容段首空两个中文字符，
摘要内容小四号宋体字

世纪80年代，随着元认知策略研究的兴起，自主学习开始受到广大教育者的注意。具有自主学习能力的学习者能够管理好自己的学习行为，根据自己的实际情况制定目标、学习计划、学习方式、监控学习过程以及及时进行自我评估。为了探讨在农村中学实行建立“自主学习档案”这个方案是否对于农村中学生自主学习能力的培养有积极作用，笔者在广州市花都区清布中学选取两个班级作为实验班和控制班进行实证研究。经过对问卷，上交的“自主学习档案”和考试成绩结果的认真对比分析，笔者发现经过一段时间的实验后，实验班相对于控制班取得了进步。实验班的学生更注意自己的学习过程和更主动的学习。实验结果表明，在农村中学建立“自主学习档案”对于提高学习者责任感，初步促进自主学习能力并帮助他们在将来的学习当中更有效地学习是完全有可能的。
关键词：题头小四号宋体，加粗，各词条间均用分号“；”隔开
自主学习档案；自主学习能力；学习策略

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CONTENTS目录题头用小三号Times New Roman加粗，全部字母大写居中排写，隔行书写目录内容

Chapter 1 Introduction………………………………………………………………1

Chapter 2 Theory on Self- Autonomy……………………………………………4
2.1 Definition……………………………………………………………4
2.2 Characteristics……………………………………………………4
1.2.1 Initiative………………………………………………………5
1.2.2Independence…………………………………………………...5
1.2.3 Learners’ Self-Choice…………………………………….……5
2.3 Influences on Self-Access Learners’ Attitudes towards Self-Access Learning in the Middle School……目录中各章节题序、标题、页码用小四号Times New Roman，加粗，注意序号对齐方式
………………….……………..….6

Chapter 3 Main Factors to Promote Self-Access Learning and Learner Profile Establishment…………………………………………………………...…...8
3.1 Main Factors to Promote Self-Access Learning……………………8
3.1.1 Changing of the Traditional Beliefs……………………………8
3.1.2 Learners’ Needs and Wants Analysis………………………9
3.1.3 Self-Monitoring…………………………………………………9
3.1.4 Assessment………………………………………………………10
3.1.5 Teacher Support………………………………………………11
3.1.6 Group Support /Peer Support……………………………12
3.2 Establishment of the Learner Profile and Matters about It………12
3.2.1The Reason Why the Learner Profile (LP) is Set up……12
3.2.2 Matters about the Learner Profile…………………………13

Chapter 4 Quasi-experiment on Constructing a Learner Profile in a Middle School……………………………………………………………………….…15
4.1 Quasi-Experiment……………………………………………………15
4.2 Pre-Experiment Description…………………………………...15
4.2.1 The Subjects of the Quasi-Experiment…………………………15
4.2.2 The Method………………………………………………………16
4.2.3 Assumption………………………………………………………17

Chapter 5 Analysis of the Statistics and Learner Profiles……………………18
5.1 Analysis of the Two Questionnaires………………………………18
5.1.1 Analysis of Questionnaire One…………………………………18
5.1.2 Analysis of Questionnaire Two……………………...………19
5.2 Analysis of the Learner Profiles the Students Handed in…………21
5.3 Analysis of the Results of the Final Exam of Last Term and the
Mid-Term Exam of this Term…………………………………………22
5.3.1 Analysis of the Results of the Final Exam of the Two Classes 22
5.3.2 Analysis on the Results Classes …………………………………..23
5.3.3 Comparison of the Results of the Two Exams of Each Class Respectively……………………………………………………….24

Chapter 6 Findings and Suggestions after the Quasi-Experiment……..……27
6.1 Findings………………………………………………………………27
6.2 Suggestions after the Quasi-Experiment………..…………27
6.2.1 Good Language Learning Habits Fostering……………...27
6.2.2 Logs Taking……………………………………………………28
6.2.3 More Task Assignations……………………………………28
6.2.4 SAC (Self-Access Center) Establishment…………………….29

Chapter 7 Conclusion………………………………………………………………30

References……………………………………………….……………………………31
东华理工大学毕业设计（论文） Chapter 1 Introduction

A Practice of Encouraging Learner Autonomy in a Middle School正文第一页应出现论文题目（英文），用小三号Times New Roman加粗居中排写，前空三行，后空两行

Chapter 1 Introduction居中，小三号，加粗Times New Roman

In
正文每段首行空四个英文字符，小四号Times New Roman
正文每段首行空四个英文字符，小四号Times New Roman

the traditional teaching activity, the teacher was the central part, while the students play the passive role. The teacher’s task was giving the students lessons while the students’ was just listening to the teacher. The teacher acted as the possessor and disseminator of the knowledge, so the students considered the teacher as a learned person, a treasure house of the information, and even a walking dictionary, who can always give satisfying answers like a knowledge machine. They learnt for leaning’s sake. They thought that the teacher was the authority. They even didn’t know what they should do without the teacher’s help. As a result, with the traditional teaching approach, the students became duller and duller and they learnt passively. At the same time, the Chinese traditional system, which prefers the excellent students to the poor ones, has produced a lot of students of high score but low ability, who are so fragile that they would be thrown out of the society easily. With the development of the society, capable people become more and more preferable. Cultivating excellent students with all kind of skills becomes the urgent affair in today’s educational process.
Then, an idea about teaching and learning emerges as the times require. It is the “self-autonomy”. Though “the concept of ‘autonomous learning’ stemmed from debates about the development of life-long learning skills and the development of independent thinkers both of which originated in the 1960s” (Gardner & Miller, 2002:6), it didn’t develop very rapidly. However, with the rise of the meta-cognition in 1980s’, “self-autonomy” becomes more and more popular with people of different fields. Since 1990s’, foreign researchers made great progress on the fundamental problems of “self-autonomy”, such as Zimmerman’s views on “the essential of ‘self-autonomy’”; Winne and Butler’s “self-autonomy” learning mode; Ablard and Lipschultz’s views on the relations between “marks and ‘self-autonomy’ learning”; Winne’s views on the “self-autonomy” skills obtaining.(Pang,2000:12-16) In fact, in ancient China, the meaning of “self-autonomy” had been mentioned in XianQin. “Mencius said that”(Pang,2001:59)It means that the crucial factor for one to be a well-known man is his initiative in learning. Nowadays, many essays on “self-autonomy” come out like the bamboo shoots after a spring rain. Pang Weiguo wrote that “Self-autonomy” is “the very thing that both pedagogy and psychology focus on. Pedagogics considers self-autonomy as an important educational goal. And psychology focuses on the factors that influence ‘self-autonomy’.” (Pang, 2001:78). Yu wensen wrote in his essay that “traditional teaching approach overemphasized the importance of the reason factor like definition, estimation, consequence, and logical recognition, but neglected the existence of the non-reason factors like sensibility, volition, inspiration, needs and information. The old thinking led to the separation of the will and the personality, so that it was bad for the building of learners’ principal part.” (Yu, 2001:33)
In recent years, the New Curriculum Standards has been made out. It brings about elementary educational revolutionary. It contradicts to the old traditional thinking but emphasizes the education for all-round development. Also, it puts forward new requirements for English teaching in middle schools. Teachers are no longer the host of the knowledge but the students (hereinafter we call the students the learners); the knowledge is not just given by the teachers any more, it also needs to be discovered by the learners. Only when the learners have developed their abilities can they do well in their future learning, especially in the “self-taught” learning. They are no longer dull boys and dull girls; they become more enthusiastic and will find it interesting to learn. However, after the teacher lose their central role, can the learners still get high score and further develop their skills? Though it is a problem to make the learners to adapt the “self – autonomy” within a very short time, teachers can help them to understand the importance of mastering skills for “self – autonomy”, which is the tool for the future learning. However, if the learners themselves cannot realize their own responsibilities for it, or they separate “learning” from life, growth and development, this kind of learning is not the real “self – autonomy”.
In this essay, the author tries to encourage the learners’ sense of responsibility and to promote learner autonomy for learning by letting them construct learner profile. The project is assigned to a certain experimental class. The purpose of writing this essay is trying to show whether “self – autonomy” learning strategy is suitable for the learners in one middle school in the countryside, hoping to help them to change the traditional belief of learning, make them clearer about their learning process and develop the abilities of “self-autonomy” and “self-taught”, which prepare for their future learning.

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东华理工大学毕业设计（论文） Chapter 2 Theory on Self-Autonomy

Chapter 2 Theory on Self- Autonomy居中，小三号，加粗Times New Roman

This chapter provides issues concerning self-autonomy theory, including definition, characteristics and influences on the attitudes of the middle school learners towards it. The following will be a detail explanation about them.

2.1 Definition左对齐，四号，加粗Times New Roman

“In western countries in early 1960’s, fostering the learner’s responsibility was considered the ultimate aim of education.”(Wei, 2002:8) 如引用英文文献，标出作者/译者/编篡者的姓，出版年和页码，如….(Cohen, 1998:79)，如果是两位作者，则标…(Gardner & Lambert, 1972:80), 如果是三人以上(含三人)，则只需写出第一作者的姓，后加et al.（斜体）, 如…(Clement et al., 1978:25)。

“By 1981Holec (1981:3) had defined autonomy as ‘the ability to take charge of one’s own learning.’ Dickinson (1987:11) accepts the definition of autonomy as a situation in which the learner is totally responsible for all of the decisions concerned with his [or her] learning and the implementation of those decisions. Little [1990:7] sees learner autonomy as ‘essentially a matter of the learner’s psychological relation to the process and content of learning.’ Kenny (1993:436) states that autonomy is not only the freedom to learn ‘but also the opportunity to become a person. ’ Dam et al. (1990:102) defined autonomy learners as ‘an active participant in the social processor of classroom learning, a readiness to take charge of one’s own learning.’”(Gardner& Miller, 2002:6)出现大段引文时，应单独成段，前后各空一行，左右各缩进3个英文字符，Times New Roman小四号字，斜体，行间距与正文相同。

The author prefers the thinking of Holec, that “self-autonomy” is “the ability to take charge of one’s own learning.” Meanwhile the learner’s thinks that self-monitoring is essentially the promotion of the cognitive and meta-cognitive level. While “self-access” is probably the widely used and recognized term for an approach to encourage “self – autonomy” and “Sheerin (1991:144) refers to ‘self-access’ as a means of promoting learner autonomy.”(Gardner & Miller, 2002:6) The author, for these reasons, uses “self-access” throughout the essay.

2.2 Characteristics
Self-access learning has three characteristics: initiative, independence and learner’s self-choice.
2.2.1 Initiative左对齐，小四号，加粗Times New Roman，应与目录相对应

The sense of initiative is the very soul of the self-access learning. That “I want to learn” is the main point of this characteristic. Initiative is the learners’ innate power and innate need for learning, which is related to learning interest and the learners’ recognition towards learning. That is to say, the learner’s innate need, on one hand, is shown by his or her interest. “The interest on learning is an individual psychological characteristic, which is demonstrated by their strong desire for learning knowledge. It is also the learner’s positive recognition tendency and emotional states towards individual learning activity”. (Yu, 2004:27-28) Once they have interest in it, they will set up a goal unconsciously. Learning is no longer a burden, but a pleasing experience. They become more and more devoted in learning, and even love it. On the other hand, the innate need is shown by their recognitions towards study goal and meaning of study, from which comes the confidence and positive attitude towards learning. Fostering high learning initiative is the prerequisite of self-access learning. Moreover, they must be very confident of themselves, teacher’s help to develop their sense of confidence becomes a very important step to promote their sense of initiative.
2.2.2 Independence
The sense of being independent is the second important characteristics of the self-access learning. If initiative shows that “I want to learn”, the feature of independence shows that “I can learn”. Independence is one of the most important qualities of the self-access learners. The independent learners can deal with things properly; they do not only depend on their teachers, they think and do things on their own, and always try to find out which is right or wrong by themselves. They engage in discovering the knowledge with being aware of. More over, they can analyze not only the test results but also themselves objectively. In addition, they can manage learning activity successfully. During the self-access learning, teachers should not hold monopoly but value the learners’ sense of being independent. As for the learners who are always depe