共查询到19条相似文献，搜索用时 135 毫秒
1.
中学生英语学习观念和策略的调查分析 总被引：2，自引：0，他引：2
文章报告了一项对中学生英语学习观念和策略的调查分析,结果显示中学生对英语学习既有积极也有消极的观念：他们倾向于使用社会策略和补偿策略：中学生语言学习观念五个纬度和语言学习策略六个纬度方面的发展趋势基本相同,但在不同的层面又各有其不同的阶段性特点：初二、初三和高二是培养英语学习观念和训练语言学习策略的重要阶段.语言学习观念和学习策略使用有较强的相关性,其中自我效能观念与语言学习策略六个纬度密切相关. 相似文献
2.
汪运华 《海南师范大学学报(社会科学版)》2008,21(5):160-164
文章综述了学习者观念的内容与本质及学习者观念研究的重要性和研究方法,总结了1980年代以来国内外学者对语言学习者观念研究的五个方面：语言学习者观念与自主学习;语言学习者观念与学习策略;语言学习者观念与语言学习中的焦虑因素;语言学习者观念与文化;语言学习者观念与性别。同时,文章指出了研究语言学习者观念在外语教学研究与实践中的重要意义。 相似文献
3.
陈芳 《兰州教育学院学报》2014,(10):116-119
借鉴国内外学者对语言学习观念的实证研究,本研究对体育高职院校大一新生的英语学习观念进行了问卷调查,通过描述性统计分析高职生所持有的英语学习观念,并以独立样本t检验对比分析男生和女生、体育生和非体育生英语学习观念的差异,并根据研究结果提出了高职院校对不同专业类型学生进行英语教学的对策。 相似文献
4.
慕俊杰 《太原大学教育学院学报》2007,25(B06):54-56
"本位"这个概念是中国语言学界百年来的中心问题之一.对"本位"不同学者有不同理解.在汉语语言学史上,表现出来的本位观念和明确提出的汉语本位学说,影响较大的就有五、六种之多.另外,还有人鉴于"本位"问题的复杂性,认为语言研究无本位. 相似文献
5.
海内外对语言学习者学习观念的研究综述 总被引：1，自引：0，他引：1
回顾近年来国内外研究人员对语言学习者语言学习观念的主要历程，指出语言学习中，语言学习观念通过影响学习者对学习策略的选择和使用．来最终影响语言学习的结果。对这一方面的研究，有着深刻的时代背景和现实需要。不同的研究人员从各自不同的角度研究了学习观念，发现了学习观念的特点，学习者学习观念的组成，以及和其他因素诸如学习策略、学习结果、同教师观念等的关系。 相似文献
6.
认识论是哲学界探讨人类知识本质及其确定性的一个范畴.出于研究和语言学习观念的需要,有关研究人员提出了人类的认识论观念研究的六个模型,并关注语言学习者的语言学习观念系统的构成. 相似文献
7.
20世纪70年代以来国内外学者开始研究学习者的语言学习观念,并取得了大量的成果。本文主要对学习者观念的研究背景、定义、特点和分类,国内外的重要研究及研究方法进行综述,希望引起广大英语教师对学习观念的重视。 相似文献
8.
马星星 《四川教育学院学报》2014,30(9):56-61
通过对某大学英语专业新生语言学习观念的问卷调查,采用定量分析方法分析了新生语言学习观念差异背后的原因.分析结果表明,当今大学生对语言学习本质的理解更全面,他们意识到语言学习不仅要学语法、词汇而且要提高综合技能,尤其是交际能力的培养;他们的工具型动机较弱而融入型动机较强;不同外语水平的学生只在语言学习本质、语言学习动机观念上存在显著性差异. 相似文献
9.
一、引言教育部颁发的《大学英语课程教学要求》强调必须“增强学生自主学习能力”,该课程要求对大学英语教学提出了挑战。它要求从事教学工作的教师要从观念到教学实际都发生根本性的变化,同时教师的角色也应随之发生改变。此外教学环境,可利用的语言学习材料,及其的建设也应达到一定的水平,因为这几项也是影响自主学习能力培养的重要外因。本文致力于研究英语语言材料的利用情况,探讨教师的指导和监督作用的延伸和建立有效的自主评估系统。二、影响自主学习的因素就自主学习的概念而言,不同的学者就其研究的侧重点不同而又有不同的定义。… 相似文献
10.
在过去的几十年中,学习者个人差异受到众多学者的关注,被认为在很大程度上影响了学习者的成功。学习者的语言学习观念,作为学习者个人差异的最重要因素之一,在外语学习过程中起到重要作用。本文对一所高职院校的相当数量学生进行了问卷调查,旨在研究学生的外语学习观念,并对高职英语教学提出建议。 相似文献
11.
This study examines the literature on learner support with the aim of helping institutions of higher education plan and implement
support services for distance learners. The following issues emerged as areas of particular importance to future research
in distance learner support: 1) the lack of research on cost-effectiveness; 2) the lack of empirical research; and 3) the
need for a learner-centered approach in designing and implementing learner support. These issues are discussed in detail to
enhance our understanding the role of learner support in post-secondary level distance education programs. It is further argued
that future research should focus more on developing and refining methods for cost-benefit analysis of learner support, developing
a general framework of the learner support model in dual-mode institutions, and developing systematic methods to identify,
analyze, synthesize, and assess the needs of distance learners. 相似文献
12.
Christina M. Norris Julia E. Morris Geoffrey W. Lummis 《International Journal of Science Education》2013,35(18):2292-2308
ABSTRACTAccording to international benchmarks [Thomson, S., Wernert, N., O'Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia's results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science [Bleicher, R. (2009). Variable relationships among different science learners in elementary science-methods courses. International Journal of Science and Mathematics Education, 7(2), 293–313. doi:10.1007/s10763-007-9121-8]. In this study, data was derived from a modified STEBI-B questionnaire and focus group discussions that provided a deeper insight into the survey data. Participants (N?=?274) were from a one-year Australian Graduate Diploma of Education Primary (GDEP) program. Bleicher’s (2009) research on ‘science learner types’, which included Fearful, Disinterested, Successful and Enthusiastic learners, was used as a theoretical framework to categorise the participants. The study identified a new type of learner (Not Clearly Identifiable, n?=?68), located in the middle of the other four categories, where individuals’ attitudes and beliefs towards science had changed due to life experiences between secondary school and their GDEP program. Statistical analysis showed science learner types did influence participants’ science teaching self-efficacy (STSE), giving suggestions for how this may affect tertiary teacher education courses. 相似文献
13.
李中亮 《黑龙江教育学院学报》2006,25(5):105-107
成人学员的特征是开展成人高等教学的基础。成人学员具有较强的学习能力、独立的人格、丰富的经验和突出的问题意识等特征。成人高等教学必须注重师生主体间性、教学内容针对性、启发式教学和学员自我导向学习。 相似文献
14.
Adult learning rests on the foundation of learner experience and involvement in the teaching and learning process. The methods employed in facilitating adult learning have to a large extent sought to place the learner at the centre of the entire teaching and learning encounter. The lecture method is one of the many methods used to facilitate learning in many educational programmes. This article reports on a study that posed the question; How effective is the lecture method in facilitating learning in non-formal adult education programmes? The case study design was used for the study. The National Functional Literacy Programme of Ghana was purposively selected for this investigation. Two classes in the programme comprising 10 adult learners and one facilitator each were purposively selected as sample for the study. It was found that the lecture method was ineffective in promoting learning in non-formal adult education programmes in Ghana since it failed to stimulate the comprehension of subject-matter and learner involvement in class activities. 相似文献
15.
Julie Brown 《Journal of Further & Higher Education》2017,41(1):60-78
This article presents an overview of the findings of a recently completed study exploring the potentially transformative impact upon learners of recognition of prior informal learning (RPL). The specific transformative dimension being reported is learner identity. In addition to providing a starting point for an evidence base within Scotland, the research findings have the potential to enhance future development within the recognition of prior informal learning area, in particular in higher education institutions (HEIs) and across the sector. A qualitative case study using a constructionist approach is utilised to develop contextual understandings of the learner experience of RPL. The study identifies connections between the RPL process and the development of learner identity. Semi-structured interviews with RPL learners provided rich data. This study asserts that learner identity fluctuates throughout learners’ experiences and therefore the development of learner identity is not linear but nonetheless that identity changes as part of the RPL process. A number of issues ultimately impact upon learner identities, including the role of RPL advisors and RPL mechanisms and processes. This research concludes that RPL has the potential to be transformative for some learners and identifies some areas worthy of further exploration. 相似文献
16.
《Journal of Marketing for HIGHER EDUCATION》2013,23(1):63-72
ABSTRACT In response to this unprecedented growth, higher education is finally recognizing the contribution of the adult learner. Previous research has explored what the “nontraditional” student values in an education. While our knowledge base regarding the nontraditional learner continues to expand, relatively little research has been conducted on an important segment of this market-nontraditional women. As such, the nontraditional woman represents an important target market for colleges and universities. Therefore, the purpose of the present study is to better understand the unique educational needs of the nontraditional woman. A convenience sample of 197 non-traditional women and men from a mid-western university participated in the study. Perhaps the most interesting finding to emerge from the present study (from a marketing perspective) is the notion of three distinct market segments of non-traditional women. Implications for higher education administrators are discussed. 相似文献
17.
Language learning beliefs play a very important role in influencing learners’ attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz’s(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated. 相似文献
18.
One attempt to revitalise undergraduate education has been by shifting the dominant pedagogy to a learner‐centred focus and supporting an emphasis on the scholarship of teaching and learning. The discussion regarding efforts to refocus undergraduate education to be more intentional by moving towards a learner‐centred paradigm is encouraging, yet it is crucial to acknowledge that most of the effort and literature on the learner‐centred paradigm and the scholarship of teaching and learning have necessarily focused on strategies for the classroom. It is equally important for administrators to consider the impact of the paradigm shift on their roles. Assessment and evaluation are the very core of the learner‐centred paradigm. Assessment is both the single‐most important gage of learning that drives the educational process and the most effective means of implementing institutional change. In this article, the authors offer a means of assessing the degree of learner‐centredness in current teaching practices through a systematic review of course syllabi. Using a rubric developed for this purpose the authors have reviewed course syllabi in order to develop a benchmark for the degree of learner‐centredness present in current teaching practices and employed the results as a vehicle for planning professional development. 相似文献
19.
Alice Bradbury 《British Journal of Sociology of Education》2013,34(1):1-19
This article examines how education policy, in the form of a statutory assessment system used in the first year of primary schools, defines the ‘ideal learner’. This ideal model is important because it prescribes the characteristics and skills a child needs to display in order to be recognisable as a learner. An analysis of the content of the assessment itself is used alongside ethnographic data from classrooms where the assessment is conducted, to demonstrate how the values inherent in the assessment and its associated practices reflect neoliberal discourses. Rational choice, self-promotion and individual responsibility for learning are all valued within this framework, and children’s transitions into recognisable student-subjects are dependent on their adoption of these values. It is argued in conclusion that this restrictive notion of what a ‘good learner’ looks like can work to systematically exclude some children from positions of success. 相似文献