|
Abstract in English |
6-8 |
|
Abstract in Chinese |
8-9 |
|
Introduction |
9-12 |
|
Chapter 1 Literature Review |
12-22 |
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1.1 Previous Studies on Learning Autonomy |
12-14 |
|
1.2 Previous Studies on Self-management and Self-assessment |
14-16 |
|
1.3 Different Approaches |
16-22 |
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1.3.1 Humanism |
17-19 |
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1.3.2 Constructivism |
19-21 |
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1.3.3 Positivism |
21-22 |
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Chapter 2 Theoretical Basis |
22-29 |
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2.1 Definitions |
22-24 |
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2.1.1 Three “version”of autonomy in language learning |
22-23 |
|
2.1.2 Autonomous learning |
23 |
|
2.1.3 Other definitions of autonomy |
23-24 |
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2.2 Characteristics of Learning Autonomy |
24-25 |
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2.2.1 High motivation |
24 |
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2.2.2 Independence |
24 |
|
2.2.3 Reflection |
24-25 |
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2.2.4 Relativity |
25 |
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2.2.5 Democracy |
25 |
|
2.2.6 Effectiveness |
25 |
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2.3 Principles of Learning Autonomy |
25-29 |
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2.3.1 The learner-centered principle |
25-27 |
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2.3.2 Open principle |
27 |
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2.3.3 Challenge principle |
27-28 |
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2.3.4 Different principle |
28-29 |
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Chapter 3 Methodology |
29-44 |
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3.1 Objectives |
29-30 |
|
3.2 Subjects |
30 |
|
3.3 An Experiment |
30-41 |
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3.3.1 Methodology of the teaching experiment |
30-31 |
|
3.3.2 Process of the experiment |
31-38 |
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3.3.2.1 In-class teaching experiment |
31-37 |
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3.3.2.2 A questionnaire survey |
37-38 |
|
3.3.3 Data collection and data analysis |
38-41 |
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3.4 Interview and Comparison of Exam Results |
41-44 |
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3.4.1 Questions and feedback |
41-42 |
|
3.4.2 Data collection and data analysis |
42-44 |
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Chapter 4 Results and Discussion |
44-50 |
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4.1 Main Findings from the Study |
44-45 |
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4.1.1 Students ’psychological change and attitude towards learning autonomy |
44 |
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4.1.2 A shift from teacher-centered classroom to student-centered classroom |
44-45 |
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4.2 Obstacles of Learning Autonomy |
45-47 |
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4.2.1 Psychological characteristics |
45 |
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4.2.2 Exam system |
45-46 |
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4.2.3 Large class orientation |
46-47 |
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4.2.4 Culture origin |
47 |
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4.3 Feasibility of Fostering Learning Autonomy in Senior High School EFLT |
47-48 |
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4.4 Teacher’s Role in the EFLT Class |
48-50 |
|
Chapter 5 Ways to Foster Learning Autonomy in EFLT in China |
50-63 |
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5.1 Cultivating Metacognitive Strategies in EFLT |
50-53 |
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5.1.1 Raising Students’ Awareness of LA |
51-52 |
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5.1.2 Taking Individual Learning Difference into Consideration |
52-53 |
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5.1.3 Creating Facilitating Environment |
53 |
|
5.2 Improving Teaching Method |
53-58 |
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5.2.1 Through Task-based Teaching and Learning |
54-55 |
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5.2.2 Through Cooperative Learning |
55-58 |
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5.3 Some Models to Foster Learning Autonomy |
58-63 |
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5.3.1 Self-reports |
58-59 |
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5.3.2 Diaries and Evaluation Sheets |
59-63 |
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Concluding Remarks |
63-65 |
|
Bibliography |
65-71 |
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Appendix |
71-73 |
|
Acknowledgements |
73-74 |
|
攻读硕士学位期间发表论文 |
74-77 |
