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Autonomy Learning  

2012-12-06 07:38:24|  分类: 读书摘记 |  标签: |举报 |字号 订阅

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    As we know, it seems that New National Curricula Reform makes it more and more difficult to carry out teaching tasks, especially for us English teachers. Some of us even don’t know what to do or how to do it. Fortunately, experts have introduced some efficient methods, one of which, for example, is autonomy learning.

    The concept of autonomy learning has been around for a few years and even becomes a buzzword in both language learning and teaching. Unfortunately, however, it has been misunderstood as no more than self-instruction. The way successful learners who are able to follow a path of self-instruction may have acquired a higher degree of autonomy as well. As a matter of fact, self-instruction often fails to provide successful results. Some people even assume that autonomy learning in the classroom means that the teacher transfers all control to the students and thus becomes a redundant part of the learning process. Consequently, autonomy learning is often described as a new method. However, while the teacher may play a major part in autonomy learning, this certainly cannot be programmed in any way.

    According to experts, autonomy is a capacity. It presupposes, but also entails, that the student will develop a particular kind of psychological relation to the process and content of his learning. The ability for autonomy will be displayed both in the way the student learns and in the way he or she transfers what has been learned to wider contexts. Thus, the practice of students’ autonomy requires insight, a positive attitude, capacity for reflection, and a readiness to be proactive in self-management and in interaction with others.

    If students are reflectively engaged with their learning, it is likely to be more efficient and effective; in particular, what is learned in educational contexts is more likely to serve students' wider uses. Besides, if students are committed to their learning, the problem of motivation is solved; although they may not always feel entirely positive about all aspects of their learning, autonomous students have developed the reflective resources to overcome temporary motivational setbacks.

    It is the teacher's responsibility to ensure that our learners are guided through some steps towards students' own learning. But how do teachers put this method into practice? In a learning-centered environment, teachers should combine the following steps to improve students’ autonomy.

    First, we teachers get students to become learning community and aware their roles in the learning process. They have suitable partners and appropriate ways of organizing the work. They are clear of what, why, and how to learn. We divide the students into some groups, and each group 6-7 students. They organize themselves, such as leader, reporters, recorders, organizers, etc.

    Second, we should provide our students criteria based on their own experience. The students can use their own materials, so they can make relevant choices of their own work.

    Besides, we design questions mainly on two types. They are analytical questions and application questions.

    What’s more, we can get the students to display their reports.

    At last, we get the students to report together. Through discussion, we cultivate their interest and enthusiasm. We should suggest different ways of evaluating the work undertaken.

    So far I have experimented with this method and it proves helpful.

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