英语在线课程自主学习现状调查与分析------以武汉理工大学《基础英语4》在线课程为例毕业论文_英语毕业论文

英语在线课程自主学习现状调查与分析——以武汉理工大学《基础英语4》在线课程为例毕业论文

2021-04-02更新

摘 要

近几年,中国高校在线课程的建设与推广越来越受到教育工作者与学习者的关注。在线课程的充分利用对高校学生自主学习能力有较高要求。本文以武汉理工大学《基础英语 4》在线课程为例,调查和分析本校英语专业学生自主学习现状,并通过现状来分析基于网络环境下自主学习的影响因素。作者将运用语言学习的三大理论—需求层次理论,双重理论和认知理论对学生自主学习的影响因素进行分析。调查结果显示:英语专业学生自主学习现状不太理想,学习者的英语基础直接影响他们的自主学习能力;学生主要利用碎片化时间进行在线学习;在线课程学习表明学生们大都呈现被动状态。影响学生自主学习的因素有四个方面:学习者因素,教师因素,学习资源因素以及教学平台因素。

关键词: 在线课程;自主学习;《基础英语 4》

Abstract

In recent years, the construction and popularization of online courses among Chinese higher education institutes have gained more and more popularity from educators and learners. The fullest employment of online courses requires higher independent learning ability of college students. Taking online course Intensive Reading 4 of Wuhan University of Technology as an example, this paper aims to investigate and analyze status quo of English majors’ independent learning in WHUT, and summarizes the factors influencing independent learning under the web-based environment. Three theories of language learning, Hierarchy of needs, Dual factor theory and Cognitive theory, will be adopted to analyze the factors influencing students’ independent learning. The results show that status quo of English majors’ independent learning is not ideal, and learners’ English foundation directly affects their independent learning ability; students mainly use fragmentation time mode for online learning; collected data shows that most students participate in online course activities passively. Four factors are proposed to affect students’ independent learning: factor of learners, factor of teachers, factor of learning resources and factor of teaching platforms.

Key Words: online course, independent learning, Intensive Reading 4

Contents

  1. Introduction 1
  2. Literature Review 3
    1. Independent learning 3
      1. Definitions of independent learning 3
      2. Characteristics of independent learning 3
    2. Relevant theory 4
      1. Hierarchy of needs 4
      2. Dual factor theory 4
      3. Cognitive theory 4
  3. Research Design 6
    1. Research purposes 6
    2. Research participants 6
    3. Research instruments 6
      1. Questionnaire of Status quo of students’ independent learning 6
      2. Questionnaire of the factors of students’ independent learning 7
      3. Interview 9
    4. Procedures 9
  4. Results and Discussions 11
    1. Results: Status quo of students’ independent learning 11
    2. Analyses on the factors of students’ independent learning 15
      1. From the learner’s perspective 15
      2. From the teacher’s perspective 16
      3. From the resource’s perspective 16
      4. From the technology’s perspective 17
  5. Conclusion 18
    1. Summary of the main findings 18
    2. Pedagogical implications 18
      1. Building a harmonious teacher-student relationship 18
      2. Setting up appropriate attributions and learning goals 19
      3. Adopting web-based collaborative learning resources 19
      4. Establishing a scientific evaluation system 19
    3. Limitations of the study and suggestions for future research 20
      1. Limitations of the paper 20
      2. Suggestions for future research 20

References 22

Appendix Ⅰ 24

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