建構主義指導下的自主學習理論與實踐

內(nèi)容概要

　　《建構主義指導下的自主學習理論與實踐》匯集了建構主義理論的中心觀點，探討了如何在建構主義理論指導下進行自主學習的問題；分析了自主學習的歷史根源及發(fā)展過程，闡述了自主學習的獨有特征，介紹了麥考姆斯、賓特里奇等大師設計的自主學習模型；重點論述了自主學習的教學模式及其在課堂中的實際應用，并以此為契機，展示了自主學習中心建立的必要性以及構成與發(fā)展自主學習中心的基本要素。

作者簡介

　　張雅軍，女，副教授，山東工商學院國際合作與交流處副處長。畢業(yè)于大連外國語學院英語語言文學專業(yè)，曾在澳大利亞南澳大學訪學與交流。長期從事英語教學和國際交流工作，研究方向為應用語言學，主攻課程與教學理論與實踐。在專業(yè)學術期刊發(fā)表有關課程與教學方面的論文20余篇，出版學術專著1部，教材和教輔5部。目前，圍繞大學教育實際，在課堂教學理論與實踐，尤其是建構主義與自主學習領域做了一些理論探討和實踐創(chuàng)新。

書籍目錄

Chapter 1　Introduction1.1　Traditional TeacherCentered Approach1.2　The Aim of This Book1.3　Autonomy and Related Concepts1.4　Overview of This BookChapter 2　A Survey of Co tructivist Theory2.1　Definition of Co tructivism2.2　Historical Roots of Co tructivism2.3　Fundamental Principles of Co tructivism2.4　Co tructivist Learning Theories2.5　Implicatio  of Co tructivism for Classroom TeachingChapter 3　Reviews on Learner Autonomy3.1　Definition of Learner Autonomy3.2　The Theoretical Background3.3　Fundamental Principles of Learner Autonomy3.4　Justification of Learner Autonomy3.5　Promoting Autonomy in ClassroomChapter 4　Characteristics of Learner Autonomy4.1　Characteristics of Autonomous Learne 4.2　Key Facto  Affecting Learner Autonomy4.3　Conditio  of Learner Autonomy in the Framework of Co tructivismChapter 5　Models of Learner Autonomy5.1　Pintrich's Framework5.2　Social Cognitive Theory5.3　Butler and Winne's Model5.4　Winne and Hadwin's FourPhase Model5.5　McCombs' Model5.6　Garrison's Model5.7　Brockett and Hiemstra's Model5.8　Hadwin's Model of Task Unde tandingChapter 6　I tructional Models of Learner Autonomy6.1　I tructional Principles6.2　Cooperative I truction Model6.3　ProblemBased I truction/Vlodel6.4　WebBased I truction Model6.5　Anchored I truction （AI）Chapter 7　Autonomy in Classroom7.1　The Autonomous Classroom7.2　Implementing Learner Autonomy7.3　Organizing Classroom Work7.4　Assessment7.5　FeedbackChapter 8　Autonomous Learning Center8.1　Definition of SACs8.2　The Development of SACs8.3　Types of SACs8.4　Rationale for SACs8.5　Key Facto  of SACs8.6　Process of Setting up a SAC8.7　Maintaining the SAC8.8　Potential Hurdles and Challenges8.9　Main SACs in the WorldChapter 9　ConclusionBibliography

章節(jié)摘錄

　　4.2 Key Factors Affecting Learner Autonomy　　It should be reiterated that autonomy is not an article of faith, a product　　ready made for use or merely a personal quality or trait. As far as learner　　autonomy is concerned, it is influenced by many kinds of factors in accordance　　with its different degrees such as learning motivation, learning attitude,　　learning strategy and meta-cognitive knowledge and so on. Obviously, not all learners are successful learners because of multi-variables. They are different from each other in abilities, personalities,intellects, interests, needs and so on. Although everyone has big potential of learner autonomy, the degrees of learner autonomy are different from each other. Therefore, in order to gain deeper insights into learner autonomy, it is very necessary to pay much attention to these factors with the aim of developing learners' autonomous learning.　　4.2.1 Motivation　　Most scholars seem to agree that the term "motivation" is one of the key　　factors that influence the rate and success of language learning. Motivation　　provides the primary impetus to initiate learning and later the driving force to sustain the long and often tedious learning process (Dornyei,2001).William Littlewood (2000) says, "Motivation is the crucial force which determines　　whether a learner embarks on a task at all, how much energy he devotes to it,and how long he perseveres. "　　Motivation is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action. Or, in more technical terms, motivation refers to "the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect" (Keller, 1983).　　Motivation in second language learning is a complex phenomenon which can be defined in terms of four main components:　　——Group-specific attitudes;　　——Learners' motives for learning the target language;　　——Affective factors;　　——Extrinsic and intrinsic motivation. (Stern, 1983)　　Group-specific attitudes refer to the attitudes towards the second language community. If learners have favorable attitudes towards the speakers of the language, they will desire more contact with them. Likewise, if learners need to speak the language in a wide range of social situations or to fulfill professional ambitions, they will perceive the communicative value of the second language and will, therefore, be motivated to acquire proficiency in it.　　This model was subsequently expanded in Gardner's socio-educational model of the ways in which motivation for foreign language learning operates in educational settings,.and has been summarized in terms of five hypotheses (Gardner, 1988)：　　(1) The integrative motive hypothesis: Integrative motivation is positively associated with second language achievement.　　(2) The cultural belief hypothesis:Cultural beliefs influence the development of the integrative motive and the degree to which integrativeness and achievement are related.　　(3) The active learner hypothesis: Integratively motivated learners are successful because they are active learners.　　(4) The causality hypothesis: Integrative motivation is a cause; second language achievement, the effect.　　(5) The two process hypothesis: Aptitude and integrative motivations are independent factors in second language learning.　　Gardner & Lambert (1972) make the distinction between integrative and instrumental motivation: A learner with integrative motivation has a genuine interest in the culture of the target language and people to integrate more within the target-language society.　He/she wants to learn their language in order to communicate with them more satisfactorily and gain closer contact with them and their culture. However, instrumental motivation refers to language learning for more immediate or practical goals.　Learners may make efforts to learn a second language for some functional reasons-to pass art exam, to get a better job, or to get a place at university. They are motivated to learn a second language because it opens up educational and economic opportunities for them.　　While both integrative and instrumental motivations are essential elements of success, it is integrative motivation which has been found to maintain long- term success when learning a second language. But nowadays the importance of instrumental motivation is also stressed. Brown (2001) points out that integrative and instrumental. motivations are not necessarily mutually exclusive. Integrative motivation is continually linked to successful second language acquisition. It has also been shown to be strongly related to second language achievement. It serves as a powerful factor of success combining with instrumental motivation. Teachers should be able to identify both the types and the combination of motivation that assist in the successful acquisition of a second language.　　With respect to learner autonomy, even if there is controversy as for the relationship between motivation and learner autonomy, whether it is motivation that promotes autonomy or autonomy that creates motivation, its function on second language learning or foreign language learning is considerable. Spratt (2002) in Hong Kong Polytechnic University conducted a study dealing with the relationship between autonomy and motivation in language learning and they concluded that motivation is a key factor that influences the extent to which learners are ready to learn autonomously and that teachers might therefore try to ensure motivation before they train learners to become autonomous.　　The implication we can obtain from the brief review of the relationship between motivation and learner'autonomy is that in order to foster learner autonomy from within the classroom, the first thing a teacher should do is to develop learners' motivation. In the teaching process a teacher should consider these aspects, e. g. giving them a good environment for language learning to motivate them and an effective teaching method in order to prepare them for autonomous learning. Without motivation of learning, it is hard for a learner to make a study plan, and to monitor learning process. Without motivation, learner autonomy will be probably impossible.　　4.2.2 Attitudes　　Webster's Revised Unabridged Dictionary (1913) defines attitude as "a complex mental orientation involving beliefs and feelings and values and dispositions to act in certain ways," while Collins Cobuild Student's Dictionary (1990) explains that: "Your attitude to something is the way you think and feel about it. " The term "attitude," as defined by Sarnoff (1970) ,deals with a disposition to react favorably or unfavorably to a class of objects. Eagly & Chaiken (1995) expand this idea by stating that attitude is all outcome of the categorization process, and this process is influenced by social environment.　　Attitudes can be classed as items of social knowledge that are continually formed, strengthened and modified. They can be defined as mediated reactions that have been influenced by social context.　Attitudes are a means of adjusting to and strongly making changes in one social environment. Baker (1988) outlines the main features of attitude as: 1) Attitudes are cognitive and affective; 2) Attitudes are dimensional, in that they vary in degree of favorability/unfavorability; 3) Attitudes are learnt; 4) Attitudes often persist, however they can be modified by experience; 5) Attitudes incline a person to act in a certain way.　　Wenden (1998) defines attitudes as learned motivations, valued beliefs, evaluations, what one believes is acceptable, or responses oriented towards approaching or avoiding. For her, two kinds of attitudes are crucial: attitudes learners hold about their role in the learning process and their capability as learners. In a sense, attitudes are a form of meta-cognitive knowledge.　　……

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　　《建構主義指導下的自主學習理論與實踐》匯集了建構主義理論的中心觀點，探討了如何在建構主義理論指導下進行自主學習的問題；分析了自主學習的歷史根源及發(fā)展過程，闡述了自主學習的獨有特征，介紹了麥考姆斯、賓特里奇等大師設計的自主學習模型；重點論述了自主學習的教學模式及其在課堂中的實際應用。

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