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广西师范大学硕士学位论文基于网络的大学英语自主听力教学模式研究姓名：谢冬梅申请学位级别：硕士专业：英语语言文学指导教师：陈吉棠20060401`i基于网络的大学英语自主听力教学模式研究2001级英语语言文学同等学力研究生谢冬梅导师陈吉棠教授中文摘要人们历来把“听”的能力放在英语学习五项基本技能的首位。许多语言学家与外语教育教学专家都认为外语学习一定要从“听”入手。可见，语言学习中，过好听力一关的重要性是不言而喻的。随着大学英语教学的发展，听力教学也从过去单纯强调语言知识的传播、技巧的学习发展到加强语言能力与交际能力并重的新阶段。然而，由于历史与现实客观因素的局限和教与学两方面众多主观原因的影响，听力仍然是令广大英语教师和学生头疼的问题。《大学英语课程教学要求》强调新的听力教学模式要建立在现代技术，特别是网络技术上，以此来适应现实的需要。因此，设计科学的大学英语听力教学模式是听力教学改革的主要内容之一，是我们需要探讨的问题。关于英语听力教学的探讨与研究，长期以来，国内外有关专家、学者都做了系统的工作，并取得了许多成果，积累了一定的经验。论文的主题基于网络的大学英语自主听力教学模式的研究正是受前人研究的实践和理念的启迪提出来的。在了解英语听力教学情况的基础上，我们以现代教育学理论、心理学理论、建构学习理论、自主学习理论、图式学习理论和内在动机学习理论作为基于网络的自主听力教学模式的理论依据，对网络技术辅助大学英语听力教学作了理论上的探究和实验性的教学尝试。论文的创新意识在于，基于网络的条件下，对大学英语自主听力教学模式进行客观的设计，将教学目标的确定，听力材料的选择，大学英语自主听力网络课件的开发，听力能力的评估等教学环节合理地联结起来，试图突出网络英语听力教学的优势和可评价性。自主听力教学模式确立之后，我们进行了相关的教学试验。做法是对60名学生进行试验前后的听力测试成绩的对照，以及问卷调查和个别访谈。实验结果和对问卷、访谈情况的分析表明，基于网络技术下的自主听力教学符合学习者的学习要求和心理特征需要，他们普遍认为，这种教学模式能使听力学习更有针对性、灵活性和实效性，从而起到激活学习兴趣，提高学习积极性，提高学习效果的促进作用。这说明了在大学推行网络英语自主听力教学是可行的，有实践、推广价值的。实验教学和研究还告诉我们，培养师生使用网络技术辅助英语听力教学的意识，提高他们使用网络技术的水平是促进多媒体网络英语教学的当务之急。关键词：网络，大学英语，自主听力，教学模式`iiResearchontheWeb-basedCollegeEnglishAutonomousListeningTeaching&LearningModelPostgraduate:XieDongmeiSupervisor:ProfessorChenJitangAbstractItcanbesaidthatlisteningcomprehensionisthemostimportantoneamongthefivelanguageskillsincommunication.Andmanylinguistsandforeignexpertsalsobelievethatforeignlanguagelearningmustbestartedfrom“listening”.Obviously,itisself-evidentthatpassingabarrieroflisteningcomprehensionisimportantinlanguagelearning.WiththedevelopmentofcollegeEnglishteachingandlearning,thelisteningteachingabsolutelyemphasizedthespreadingoflanguageknowledgebutnowithasevolvedtoanewstagethatbothlanguageabilityandcommunicativeabilityhavebeenemphasized.However,owingtothelimitsofobjectiverealityandtheeffectsofsubjectiveteachingandlearning,tomoststudents,itisstilldifficulttoimprovetheirlisteningability.Manyteachersandstudentsfeelitthornytotrainthestudents’listeningability.TheCollegeEnglishCurriculumRequirementsemphasizedthenewlisteningteachingmodelshouldbebuiltonmoderninformation,particularlynetworktechnologytomeettherealityneeds.Therefore,howtodesignthescientificlisteningteachingmodel,whichisthemajorconcerninthereformoflisteningteaching,isthetopicthatneedstobediscussed.AsfarastheexplorationandresearchofEnglishlisteningteachingisconcerned,foralongperiodoftime,manyscholarsathomeandabroadhavemadeasystematicstudyonit,togetherwithgreatachievementsinscientificresearchandteachingexperiencestoacertaindegree.Thethesisfocusesontheresearchofweb-basedcollegeEnglishautonomouslisteningteachingandlearningmodel.Thisthemeisproposedfromtheenlightenmentoftheformerpracticeandconcepts.BasedontheunderstandingofEnglishlisteningteachingsituation,wehavemadearesearchandteachingattemptonweb-basedcollegeEnglishautonomouslisteningteachingtheoreticallyandpractically,whichinlinewithfourlearningtheories,suchasautonomouslearningtheory,constructivistlearningtheory,schematheoryandintrinsiclearningtheory.TheinnovationofthisthesisliesintheobjectivedesignofcollegeEnglishautonomouslisteningteachingandlearningundertheinternetcircumstances.Weassumeseveralteachinglinksinthismodel,suchasthesettingofteachingobjectives,theselectionoflisteningmaterials,the`iiidevelopmentofthecollegeEnglishautonomouslisteningonlinecoursewareandtheevaluationoflisteningability.Andwetrytoconnectrationallytheseteachinglinkstogether,aimingatstressingthestrongpointsofweb-basedEnglishlisteningteachingandthepossibilitiesofevaluation.Accordingtothedefinitionofweb-basedautonomouslisteningteachingandlearningmodel,weproceedtotherelevantteachingexperiment.Itincludesthecontrastbetweentheresultsofpre-listeningtestandpost-listeningtesttakenby60students,thesurveyquestionnaireandindividualinterview.Theresultsofexperimentandtheanalysisofquestionnaireandinterviewhaveshownthattheweb-basedautonomouslisteningteachingandlearningmodelmeetthestudents’learningandpsychologicalneeds.Mostofthestudentsbelievethatthisteachingmodelenableslistenerstolearnmorepurposely,flexiblyandefficiently,thustomotivatetheirlearninginterestandimprovetheirlearningefficiency.Weconcludethatitispossibleandvaluabletopopularizetheweb-basedautonomouslisteningteachingandlearningmodelatcollege.What’smore,inordertoimprovemultimediaEnglishteaching,itismosturgentthatweshouldarousetheawarenessofmakinguseofthenetworktechnologyinEnglishteachingandlearningofbothteacherandstudentssothattoenhancetheirabilityofconductingnetworktechnology.KeyWords:Web；CollegeEnglish;AutonomousListening;TeachingModelAcknowledgementsMyfirstandgreatestthanksgotoProf.ChenJitang,myacademicinstructor,forhisvaluableguidanceandinstruction,forhisgentlecareformylife,andhishelpfulsuggestions,constantencouragementandbrilliantcontributionstothisthesis.Hisinformativeinstructionsandscholarlystylehavebeenextremelyhelpfulformeinthewritingandrevisionofthisthesis.Besides,Iamgratefultoalltheotherteacherswhotaughtmeduringmypost-graduatestudies,fromwhomIhavelearnedmuch.Withoutthevaluableknowledgetheyhaveimpartedtome,thispaperwouldbeamissionimpossibl