自我調(diào)節(jié)學(xué)習(xí)循環(huán)模式在高校俄語專業(yè)學(xué)習(xí)中的應(yīng)用研究
發(fā)布時(shí)間：2018-11-26 07:49
【摘要】：在當(dāng)今這個發(fā)展迅猛、知識日益更新的時(shí)代，人們不能再像以前一樣從學(xué)校畢業(yè)就一勞永逸，而是要一直學(xué)習(xí)、學(xué)習(xí)、再學(xué)習(xí)，只有不斷地學(xué)習(xí)才能順應(yīng)時(shí)代的發(fā)展，因此，“學(xué)會學(xué)習(xí)”是每個人都面對的重要課題。自我調(diào)節(jié)學(xué)習(xí)理論是人本主義思想在教育學(xué)中的重要體現(xiàn)。自我調(diào)節(jié)學(xué)習(xí)是指學(xué)習(xí)者在一定程度上從元認(rèn)知、動機(jī)和行為方面積極主動地參與自己學(xué)習(xí)活動的過程。自我調(diào)節(jié)學(xué)習(xí)理論認(rèn)為學(xué)生是學(xué)習(xí)的主人，是學(xué)習(xí)的主體，學(xué)習(xí)是學(xué)生個體的自主行動。Zimmerman等人對自我調(diào)節(jié)學(xué)習(xí)進(jìn)行了大量的實(shí)踐研究，于1996年提出了自我調(diào)節(jié)學(xué)習(xí)的循環(huán)模式。 自我調(diào)節(jié)學(xué)習(xí)的循環(huán)模式由四個彼此相互聯(lián)系的步驟組成：自我評價(jià)與監(jiān)控、目標(biāo)設(shè)置與策略計(jì)劃、策略執(zhí)行與監(jiān)控、策略結(jié)果的監(jiān)控。已有的研究表明使用自我調(diào)節(jié)學(xué)習(xí)的循環(huán)模式能夠“讓學(xué)生感受到擁有學(xué)習(xí)的自控權(quán)，而這種感受又是激發(fā)學(xué)生自主學(xué)習(xí)的內(nèi)部動機(jī)的主要源泉。” 本論文詳細(xì)闡述了自我調(diào)節(jié)學(xué)習(xí)的理論基礎(chǔ)，對該理論的研究背景進(jìn)行了細(xì)致的介紹，并對國內(nèi)外的研究現(xiàn)狀進(jìn)行了分析。在此基礎(chǔ)上，，嘗試著將自我調(diào)節(jié)學(xué)習(xí)的循環(huán)模式引入到高校俄語專業(yè)的學(xué)習(xí)，在我校俄語專業(yè)大三俄語（師范）班進(jìn)行了關(guān)于自我調(diào)節(jié)學(xué)習(xí)循環(huán)模式的應(yīng)用研究，希望能借此培養(yǎng)和提高學(xué)生在俄語學(xué)習(xí)方面的自我調(diào)節(jié)能力，同時(shí)充分挖掘?qū)W生的學(xué)習(xí)潛力。 本論文由引言、正文、結(jié)束語、參考文獻(xiàn)、致謝五部分組成。 引言部分闡述了選題的現(xiàn)實(shí)意義、研究目的、研究任務(wù)、研究方法、研究新意、理論基礎(chǔ)和材料來源。正文部分分為四個章節(jié)：第一章將介紹自我調(diào)節(jié)學(xué)習(xí)的概念、特征、理論基礎(chǔ)及自我調(diào)節(jié)學(xué)習(xí)循環(huán)模式的概念等。第二章將介紹國內(nèi)外自我調(diào)節(jié)學(xué)習(xí)的研究現(xiàn)狀及本課題研究的內(nèi)容和方法。第三章將介紹在高校俄語專業(yè)精讀課課后學(xué)習(xí)中運(yùn)用自我調(diào)節(jié)學(xué)習(xí)循環(huán)模式的實(shí)踐設(shè)計(jì)。第四章將對在高校俄語專業(yè)精讀課課后運(yùn)用自我調(diào)節(jié)學(xué)習(xí)循環(huán)模式進(jìn)行學(xué)習(xí)后學(xué)生的學(xué)習(xí)成績及實(shí)踐過程進(jìn)行分析總結(jié)。結(jié)論部分將對全文進(jìn)行概括和總結(jié)，并著重突出本論文所研究的教學(xué)啟示。 本論文的撰寫將有助于我們在教學(xué)中改進(jìn)教學(xué)方法，有助于培養(yǎng)發(fā)展學(xué)生的自我調(diào)節(jié)學(xué)習(xí)能力，旨在為學(xué)生提供有益的學(xué)習(xí)方式的參考。
[Abstract]:In this era of rapid development and increasingly updated knowledge, people can no longer graduate from school once and for all as before. Instead, they have to study and learn again and again, and only by constantly learning can they adapt to the development of the times. Learning to learn is an important subject that everyone faces. Self-regulated learning theory is an important embodiment of humanism in pedagogy. Self-regulated learning refers to the process in which learners actively participate in their learning activities from metacognition, motivation and behavior to a certain extent. Self-regulated learning theory holds that students are the master of learning and the main body of learning, and learning is the autonomous action of students. Zimmerman et al have done a lot of practical research on self-regulated learning. The cyclic model of self-regulated learning was put forward in 1996. The cycle of self-regulated learning consists of four interrelated steps: self-evaluation and monitoring, goal setting and policy planning, policy execution and monitoring, and monitoring of policy results. Existing studies have shown that the use of self-regulated learning cycle model can "make students feel that they have the right of self-control of learning, and this feeling is the main source of internal motivation to stimulate students' autonomous learning." In this paper, the theoretical basis of self-regulated learning is described in detail, the research background of this theory is introduced in detail, and the current research situation at home and abroad is analyzed. On this basis, this paper attempts to introduce the cycle model of self-regulated learning into the study of Russian majors in colleges and universities, and carries out a study on the application of the self-regulated learning cycle model in the junior Russian (normal) class of Russian majors in our university. It is hoped that the students can cultivate and improve their self-adjustment ability in Russian learning, and at the same time fully tap the students' learning potential. This thesis consists of five parts: introduction, text, conclusion, reference and thanks. The introduction describes the practical significance, research purpose, research task, research method, research innovation, theoretical basis and material source of the topic. The text is divided into four chapters: the first chapter will introduce the concept, characteristics, theoretical basis and the concept of self-regulated learning cycle model. The second chapter will introduce the current situation of self-regulated learning at home and abroad and the contents and methods of this research. The third chapter will introduce the practice design of applying self-regulated learning cycle mode in the after-class study of intensive reading course of Russian major in colleges and universities. The fourth chapter will analyze and summarize the students' academic achievement and practice process after the use of self-regulated learning cycle mode in the intensive reading course of Russian major in colleges and universities. The conclusion part will summarize and summarize the full text, and emphasize the teaching enlightenment of this paper. The writing of this thesis will help us to improve the teaching method, to develop students' self-regulated learning ability, and to provide useful reference for students.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H35-4
本文編號：2357848
[Abstract]:In this era of rapid development and increasingly updated knowledge, people can no longer graduate from school once and for all as before. Instead, they have to study and learn again and again, and only by constantly learning can they adapt to the development of the times. Learning to learn is an important subject that everyone faces. Self-regulated learning theory is an important embodiment of humanism in pedagogy. Self-regulated learning refers to the process in which learners actively participate in their learning activities from metacognition, motivation and behavior to a certain extent. Self-regulated learning theory holds that students are the master of learning and the main body of learning, and learning is the autonomous action of students. Zimmerman et al have done a lot of practical research on self-regulated learning. The cyclic model of self-regulated learning was put forward in 1996. The cycle of self-regulated learning consists of four interrelated steps: self-evaluation and monitoring, goal setting and policy planning, policy execution and monitoring, and monitoring of policy results. Existing studies have shown that the use of self-regulated learning cycle model can "make students feel that they have the right of self-control of learning, and this feeling is the main source of internal motivation to stimulate students' autonomous learning." In this paper, the theoretical basis of self-regulated learning is described in detail, the research background of this theory is introduced in detail, and the current research situation at home and abroad is analyzed. On this basis, this paper attempts to introduce the cycle model of self-regulated learning into the study of Russian majors in colleges and universities, and carries out a study on the application of the self-regulated learning cycle model in the junior Russian (normal) class of Russian majors in our university. It is hoped that the students can cultivate and improve their self-adjustment ability in Russian learning, and at the same time fully tap the students' learning potential. This thesis consists of five parts: introduction, text, conclusion, reference and thanks. The introduction describes the practical significance, research purpose, research task, research method, research innovation, theoretical basis and material source of the topic. The text is divided into four chapters: the first chapter will introduce the concept, characteristics, theoretical basis and the concept of self-regulated learning cycle model. The second chapter will introduce the current situation of self-regulated learning at home and abroad and the contents and methods of this research. The third chapter will introduce the practice design of applying self-regulated learning cycle mode in the after-class study of intensive reading course of Russian major in colleges and universities. The fourth chapter will analyze and summarize the students' academic achievement and practice process after the use of self-regulated learning cycle mode in the intensive reading course of Russian major in colleges and universities. The conclusion part will summarize and summarize the full text, and emphasize the teaching enlightenment of this paper. The writing of this thesis will help us to improve the teaching method, to develop students' self-regulated learning ability, and to provide useful reference for students.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H35-4
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