摘要
随着素质教育以及终身学习教育理念的提出,自主学习越来越成为人们关注的焦点。在教育国际化的今天,加强对英语的自主学习具有重要意义。在通过对高校和高中英语自主学习了解的基础上,从教学观念、非智力因素、学习目标、学习策略、教学环境以及教学评价等维度对大学和高中英语教师自主学习观进行比较并分析其异同,从而为大学和高中英语教师进行教学提供一些启示,利于促进两个阶段教师的交流,也利于学生从高中到大学英语学习的过渡。
As the proposing of quality education and long-life learning educational belief, people pay more and more attention to self-regulated learning. When education is nationalizing today, it＇ s of vital significance of enhancing self-regulated learning. This paper aims to compare and analyze the similarities and differences of English teachers＇ seeing of self- non-intelligence factors, regulated learning from college and secondary school from the dimensions of teaching belief, studying goal, learning strategies, teaching environment and teaching assessment on the basis of the understanding of self-regulated learning in college and secondary school, thus providing implications to teachers＇ teaching, benefiting to promote the communication between teachers in two stages, and benefiting students to adapt learning from secondary school to college school.
出处
《集美大学学报（教育科学版）》
2014年第1期1-5,共5页
Journal of Jimei University：Education Science Edition
基金
教育部人文社会科学研究青年基金项目"中国与欧洲研究型大学教师信念比较研究"(10YJC880130)
关键词
自主学习
教学改革
终身学习
网络技术
self-regulated learning
teaching revolution
long-life learning
network technology
