iReasearch学术科研网

摘要：本研究从影响大学生自主学习的学生、教师及环境3个维度构建了包含15个评价要素的自主学习评价指标体系;评价对象为西安交通大学365名非英语专业大学生。研究发现;目前大学生在学习观念、学习策略使用、学习内容选择、学习目的与动机、学习结果评估、进程控制、学习反思与改进等方面已初步具备自主学习的潜能;而学习目标设定能力较弱;男女学生的自主学习能力并无明显差异;但是高年级学生的自主学习能力明显强于低年级学生;教师与环境在学生自主学习过程中起到了一定促进作用。

This research sets up a synchronized three-dimension evaluation system of learner autonomy,which includes three dimensions students,teachers,environment and 15 evaluation elements.The subjects are 365 nonEnglish major undergraduates from Xi’an Jiaotong University.The findings of the research show that the subjects have basic abilities in terms of learning conception,learning strategy,content selection,motivation,evaluation,process control and retrospection,but they do not have the adequate ability in terms of target setting.There is no obvious disparity in learner autonomy between male students and female students,but senior students’ learner autonomy is apparently higher than junior students’.The research also proves that teachers and environment play roles in increasing learner autonomy.