摘要
以Pintrich编制的学习动机和学习策略量表(简称MSLQ)为研究工具对英语专业学生的自主学习能力进行纵向研究,包括学生入学时和经过一年学习后的自主学习能力发展变化情况,并验证相关教学行动的有效性。结果显示:英语专业新生具有一定的自主学习能力,有较强的学习动机,但课堂学习信心不足,不能完全掌握适合自己的学习策略,自我调节能力弱;经过以任务教学法为基础的教学后,自主学习能力总体上有了明显提高,自我调节能力没有得到改善;表明了相关教学行动具有一定程度的有效性,但仍需要改进。
The study uses the Motivated Strategies for Learning Questionnaire to perform a longitudinal research on the autonomous learning development of English major students. The result shows; the English major freshmen possess certain level of autonomous learning ability, but with less interest in the classroom learning and less confidence, incompetence in using the cognitive strategies and weak self-regulation ability. After one-year task-based learning the students; autonomous learning ability has generally improved while the selfregulation isn＇t better. This also shows the relevant teaching and training is effective to some extent, but still needs change in order to enhance the self-regulation ability.
出处
《河北科技师范学院学报（社会科学版）》
2009年第3期94-97,共4页
Journal of Hebei Normal University of Science & Technology(Social Sciences)
关键词
MSLQ
自主学习
任务教学法
st MSLQ
autonomous learning
Task-based teaching
