摘要
近年来,自主学习逐渐成为学术界的一个热点问题。然而,超媒体环境下自主英语学习的有效干预模式研究却为数不多。本研究探讨超媒体环境下扶助式学习与英语阅读的关系,某综合性高校经选取的某班30名大学本科学生被随机分为两组:即无扶助学习组(NS)及概念建构组(CS),均要求在半小时的时间内在超媒体环境下学习有关美国文化的内容。数据收集工具为有声思考法。结果显示,30分钟的自主阅读过程中,CS组的学生无论是在学习计划、学习监控,还是学习策略的使用上,都显著的高于NS组的学生;两组同学在各项学习监控指标上都呈下降趋势。研究结果还证明,有声思考法是考察超媒体环境下自主阅读过程的有效方法。
There have been many research studies involving self-regulated learning. However, little research exists regarding the ways to facilitate self-regulated learning in hypermedia environments. This study aimed to address this issue by exploring how students self-regulate their reading in a hypermedia environment that provides scaffolds. It examined think-aloud data collected from 30 undergraduate participants engaged in a complex learning task： utilizing a hypermedia environment to learn about American culture. Participants were randomly assigned to either the No scaffolding （NS） or Conceptual Scaffolding （CS） condition. Results indicated that the participants in the CS condition used more planning and monitoring processes, and more strategies than the participants in the NS condition. In addition, participants from both groups decreased their use of self-regulated learning processes as they progressed through the hypermedia reading task. Finally, results showed that think-aloud protocol could be applied in measuring the self-regulated learning processes in hypermedia environments.
出处
《教育文化论坛》
2010年第3期55-59,共5页
Tribune of Education Culture
基金
贵州大学2007年人文社会科学研究项目<大学生英语自主阅读能力研究>资助
关键词
自主学习
超媒体
扶助式学习
概念建构
EFL阅读
self-regulated learning
hypermedia environment
scaffolded language learning
conceptual scaffolding
EFL reading
