PEW论文：网络环境下提高非英语专业大学生英语自主学习能力的研究【中文摘要】”自主学习”这一概念源于对学习者终生学习与独立学习技能发展的讨论,之后,自主学习一直是,并且现在仍然是教育界与心理学界研究的重要话题,在外语教学领域中所公认的一点就是外语教学的最终目标是实现学习者的自主学习。自主学习的最早提出者之一,Holec就曾经指出,外语教学有两个目标:一是帮助学习者获得语言交际技能,一是要帮助学习者获得自主学习能力。随着多媒体与网络技术在英语教学中在广泛应用,大量院校开始将网络并入英语教学中,网络为学生进行自主学习提供了便利,这就要求学生掌握必要的自主学习能力,以便于他们能够更好的适应这种新的教学模式。但事实上学生的自主学习过程中存在一定的问题,例如,有些学生的学习带有盲目性,有些学生不能很好的处理来自网络的信息,也有些学生不能对自己的学习进行合理的反思与评价,等等。这些问题很可能会导致学生自主学习效率低下,从而使多媒体与网络的作用得不到充分的发挥,教学效果并不乐观。基于以上提到的一些现状与问题,作者针对如何在以网络为基础的自主学习教学模式下提高非英语专业学生自主学习能力进行了实证性研究。对此,作者提出将PEW,也就是学业档案、电子邮件、与新视野大学英语网站融入该模式中.【英文摘要】The concept of“autonomous learning”first originated from discussion on the development of life-long and independent learning skills. It has been and is still an important concern in the field of education and psychology. In EFL (English as Foreign Language), it has become the common knowledge that the ultimate goal of language teaching and learning is autonomous learning. Holec (1981:23-25), one of the early advocates of autonomous learning, points out that there are two objectives of foreign language teach.【关键词】PEW 学业档案 电子邮件 新视野大学英语网站 基于网络的自主学习模式 学习者自主性 大学英语教学【英文关键词】PEW Portfolio Email NHCE Website Web-based autonomous teaching and learning environment learner autonomy college English teaching【索购全文】联系Q1： Q2：【目录】网络环境下提高非英语专业大学生英语自主学习能力的研究Abstract6-7摘要8-15Chapter 1 Introduction15-181.1 Background of the study15-161.2 Significance of the study16-171.3 Structure of the study17-18Chapter 2 Literature Review18-262.1 Studies on autonomous learning18-232.1.1 Defining autonomous learning18-192.1.2 Elements affecting autonomous learning19-222.1.2.1 Metacognition19-202.1.2.2 Motivation202.1.2.3 Strategy20-212.1.2.4 Goal-setting212.1.2.5 Teachers role21-222.1.3 Studies of autonomous learning at home and abroad22-232.2 Web-based learning23-242.2.1 Defining web-based learning232.2.2 Characteristics of web-based learning23-242.3 Web-based autonomous learning24-26Chapter 3 The Research Design and Methodology26-293.1 Research context263.2 Research objectives and hypothesis26-273.3 Subjects273.4 Instruments27-283.4.1 English proficiency tests27-283.4.2 Questionnaire283.5 Data analysis instrument28-29Chapter 4 Experiment on Enhancing StudentsAutonomy under Web-based Teaching and Learning Environment29-394.1 Objective of the experiment294.2 Experiment design294.3 The Instruments employed in the experiment29-344.3.1 Portfolio30-314.3.2 E-mail314.3.3 NHCE website31-344.4 Procedures34-394.4.1 Preparatory period34-354.4.2 Implementation period354.4.3 Illustration of the teaching procedure35-39Chapter 5 Data Collection and Analysis39-795.1 Data from both the pre-test and post-test39-445.2 Data from pre-experiment questionnaire44-745.2.1 Metacognitive ability44-545.2.1.1 Studentsbelief in autonomous learning45-495.2.1.2 Management on learning content49-505.2.1.3 Learning evaluation50-545.2.2 Learning motivation54-585.2.3 Learning strategy58-675.2.3.1 Learning strategy58-625.2.3.2 Help-seeking62-655.2.3.3 Cooperative learning65-675.2.4 Studentsgoal-setting67-705.2.5 Teachers role70-745.2.6 Summary of pre-experiment questionnaire745.3 Data from post-experiment questionnaire74-795.3.1 Attitude towards on-line learning74-785.3.2 Summary of post-experiment questionnaire78-79Chapter 6 Conclusion79-826.1 Major findings79-806.2 Pedagogical implications80-816.3 Limitations81-82References82-86Appendix86-89Appendix89-97Acknowledgements97-98攻读硕士学位期间发表的论文98-99不同的学习内容，预习作业也有差异。概念型内容可采用阅读理解的方法进行预习，计算型的内容可采用尝试练习的方法进行预习，空间图形内容可采用实验操作的方法进行预习。of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist