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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-09-02编辑:lgg点击率:4776
论文字数:34620论文编号:org201309011622567196语种:英语 English地区:中国价格:$ 66
摘要:The purpose of this study is to find out how teachers' roles influence students on fosteringautonomous learning. The research subjects are selected from students of GuangXi NormalUniversity. The author tries to find out an overall picture of teachers' roles perceived by students.
Chapter 2 Literature Review
2.1 Rationales for the Study
2.1.1 Humanistic Learning Theories
Humanistic psychology emerged in the middle of 1950s and 1960s. One of the earlierwell-known humanists is Carl Roger. He studies the whole person as a physical and cognitive butprimarily emotional being. He stresses that the deepest goal is to develop the whole personwithin a human society. He focus on the development of an individual's self-concept, internalforces that cause one person to act, grow and learn. Roger's thinking has important implicationsfor education. The goal of education is the facilitation of change and learning. Learning how tolearn is more important than being taught something from the superior vantage point of teacherwho unilaterally decides what shall be taught (qtd. in Brown, 2002).Humanistic psychology focused on the positive aspects of people, their inner-directed,conscious motivations and self-directed goals. So individual and personal growth is emphasizedand fostering learner autonomy becomes goals of humanistic education. Based on views that aredrawn from the school of humanistic psychology, humanistic learning theories emphasize theeffective outcomes of education and focus on how to learn, how to cultivate human creativityand human potential. In this sense, the purpose of education is to forge human potential andachieve individual value. Therefore, it is more important that students become responsible,caring, feeling adults than that we squeeze a few more points on a standardized test out of them.It implies that students should know in the course of learning what they will learn, when theywill learn and how they will learn to achieve their own goals. In other words, they should befostered to be self-directed, self-monitorcd and to a great degree highly-motivated autonomouslearners instead of passive ones.
Chapter 3 Methodology.......... 23-26
3.1 Subjects.......... 23
3.2 Instrument ..........23-24
3.2.1 Sources of the Questionnaires.......... 23-24
3.2.2 Structure of the Questionnaires.......... 24
3.3 Data ..........24-26
3.3.1 Data Collection ..........24
3.3.2 Data Analysis ..........24-26
Chapter 4 Results, Findings and Analysis.......... 26-55
4.1 An Overall Situations of the Influence from..........26-39
4.2 Differences of the Teachers' Roles Influence on Fostering..........39-47
4.3 Learning Autonomy Between Male Students and Female Students.......... 47-55
Chapter 5 Conclusion ..........55-60
5.1 Summary of the Major Findings.......... 55
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