学习者自主在中学英语教学中的定位——一项基于元认知理论的实证研究

The Orientation of Learner Autonomy in Middle School English Teaching——An Empirical Study Based on Metacognitive Theories

教育心理学研究结果表明，元认知是自主学习的关键，是通向自主学习的桥梁。随着英语课程改革的不断推进，学习者自主已成为我国中学英语教学改革的一大热点。然而，在实践中，许多学校对自主学习的开展出现了盲目的趋势。一项调查结果显示，我国中学英语学习者总体上元认知水平不高，其自主是教师指导下的反应性自主。因此，学校在推进自主学习时，应把实现学习者自主作为中学英语教学的长期目标，因地制宜地把握好学习者白主的度，循序渐进，分层次、分阶段地实现自主学习的教学目标。

The results of researches in educational psychology have proved that metacognition is the key and the bridge to autonomous learning. With further advancement of English curriculum reforms, learner autonomy has become a hot issue in middle school English teaching reforms in our country. However, there exists some blind tendency in the practice of fostering autonomous learning. The results of a survey suggest that the level of middle school English learners＇ metacognition is not high, and their autonomy is teacher-guided reactive autonomy. Therefore~ when pushing forward learner autonomy, schools should grasp the pertinence degree of learner autonomy according to the reality of schools and learners themselves, and achieve the teaching aims of autonomous learning step by step, level by level, and stage by stage.