【作者】 王玉琴；

【导师】 周波；

【作者基本信息】 山东师范大学 ， 学科教学， 2003， 硕士

【摘要】 本文对语文自主学习的理论基础、心理因素、学习目标、实践等进行了较系统的研究和论证。本文阐明，语文自主学习是指学生在教师的科学指导下，在原有语文认知经验的基础上，对语文学习进行选择、调控以获得意义，并进行创造性学习的过程。语文自主学习是语文教学观念和教学方式的全面革新。 第一部分对自主学习理论进行追溯，目的是找出有利于语文自主学习的理论因素。班杜拉的动机理论、齐莫曼的自我监控理论、建构主义理论都有值得借鉴之处。本文主要在两大视野下对语文自主学习进行研究，一是在动机和自我监控视野下，激发学生自主学习的非智力因素；一是在建构主义视野下，研究如何进行创造性地语文自主学习。这部分对语文自主学习的概念进行了界定，并概括了语文自主学习的四个特点——学习的主动性、学习的独立性、学习的开放性、学习的建构性。 第二部分全面系统地探讨了语文自主学习的内在心理结构，目的在于营造一个积极的内在自主的心理环境。这部分着重指出影响语文自主学习的非智力因素有：兴趣、内在动机、自我效能感、元认知和自我监控、意志力和情感状态。在动机维度，有兴趣、内在动机、自我效能感为自主学习提供心理支持；在方法维度，有元认知、自我调控对认知活动进行监控调节，促使主体采取正确决策，元认知和自我调控决定自主学习的实质；在结果维度，有意志力、情感状态调节着决定的执行，保证着决定的结果。本部分还提及了语文自主学习的智力因素。 第三部分，从教育的本质出发，结合语文自主学习的特点，提出了五个语文自主学习的目标：1、言语与言语规律的自主掌握。结合中国传统语文教育，指出语感培养的基本途径。2、审美鉴赏的自主选择与评价。结合接受美学的“空白点”理论，指出开放的审美天地需要主体创造性地解读文本。3、写作个性的自主形成与发展。结合美国作文教学，指出作文教学应重视想象力的培养，重视学生个性培养。4、个性的自我健全与完善。指出语文教育完全能促进人的发展，语文带来的丰富多彩的文化视角与心灵冲撞，使学生的心灵和个性达到最大可能的攀升。5、创造性人格的觉醒与提升。语文自主学习营造的激励机制和自由安全的气氛，最利于创造性人格的形成；而语文自主学习过程就是创造意识培养、创造力进发的过程。 第四部分，在建构主义视野下，探讨了语文自主学习的实践策略，从而使语文自主学习进入实质阶段。设置了语文自主学习活动课程—背诵精品、鉴赏名品、浏览佳片。建立了课内自主阅读课型。 本文多方位地将理论与实践结合，从第二部分起着眼于实践，力争建构起一个开放、独立、多元的语文自主学习的实践模式。更多还原

【Abstract】 This thesis makes a systematic study in the four respects of Chinese self-determined study that consist of the theory foundation, the psychological factor, the goal and the strategies. It expounds that the Chinese self-determined study is a course for students to select and regulate the content that leads to the acquirement of the meaning and the creative study, this course is in the scientific direction of the teacher and on the basis of thestudents’ cognitive experience. The theory and practice will break through the traditional educational conception and teaching method.The first part relates the trail of the self-determined learning theory so as to bring the positive factors,among which Bandura’s motiviations theory, Zimmerman’s self-regulation theory and the constructivism are worth absorbing. This research is carried out under the two fields of vision: One is motiviation and self-regulation, which will stimulate non-intelligent factors of the students. The other is the creative Chinese-learning under the framework of constructive theory. In this part, we give a definition of the Chinese self-determination learning and summarize the characters of it.The second part makes a detailed study in inner-psychological structure which the positive class environment is based on. The five non-intelligent factors which greatly affect the Chinese learning are interest, motiviation self-efficiency, metacognition and self-regulation,will power and enthusiasm, The first three of which supply psychological surpport. From the view of motiviation , while metacognition and self-regulation supervise the cognitive process . From the view of methodology, which leads to the appropriate policy decision. And the result of the decision is guranteed by the will power and enthusiasm.The establishment of learning goal is a necessary part of self-regulated study.Considering the nature of education, as well as the features of self-determined study, the third part of this thesis proposes five objectives of self-determined study: grasping the speech and it s regular pattern, selecting and writing style, perfecting human nature and improving the creative human dignity.In the ken of constructivism, the fourth part seeks the appropriate practicing strategies, from which the study gets into the substantial stage. An efficient curriculum based on the theory is set up, which includes reciting literature treasures, appreciating famouse works, enjoying the classical films and getting source materials from everyday life. At last put forward a self-determined Chinese learning curriculum.Theory and practice are integrated in this thesis, which helps construct an opening, independent and pluralistic self-determined Chinese study curriculum.更多还原