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自主学习能力之于学习者不亚于渔之于渔家,术之于匠人。大学生的学习更多地脱离了被动的学习环境,自主学习能力也就越发显得重要。Holec提出的“自主学习”概念(autonomous learning)认为自主学习指的是学习者能够独立地确定适合个体的学习目标、学习内容、学习方法,并具备自我评价的能力。而阅读作为学习过程中信息输入的基本环节,自主阅读在自主学习的概念中自然也扮演着极为重要的角色。Terry Eagleton的观点很好的证明了这一点,他认为所有的文字作品在读者阅读过程中都会加入个人的解读,甚至再创作。阅读的主观性因此可见一斑。鉴于此,对学生自主阅读能力的培养应紧密围绕自主学习能力开展。虽然“自主学习具有主体性、能动性、独立性和创新性等特征”(周炎根,桑青松),教师作为指导者仍然可以在以下几个方面对学生自主阅读能力的培养给予帮助。
Self-learning ability as much as learners in the fishing of fisheries, surgery in the tradesman. Students learn more from the passive learning environment, independent learning ability will become more and more important. Holec’s “autonomous learning” holds that autonomous learning refers to the ability of learners to independently determine learning goals, learning content, learning methods, and self-evaluation of individuals. As a basic part of information input in reading, autonomous reading also plays an extremely important role in the concept of autonomous learning. Terry Eagleton’s point of view proves this very well, and he believes that all literary works will be read and even re-authored as the reader reads. The subjectivity of reading is evident. In view of this, the cultivation of students’ independent reading ability should closely focus on the ability of independent study. Although Autonomous Learning has such characteristics as subjectivity, initiative, independence and innovation, teachers as mentors can still help develop students’ self-read ability in the following aspects.