技术、情感及其相互融合——大学英语自主学习的现状与内涵重构

Technology,Affect and Their Integration——Autonomous Learning in College English Education and Its Theoretical Reconstruction

自主学习是近年来外语教学的热门话题,也是影响我国大学英语教学改革成功与否的一个关键因素。但由于理解的偏差,在自主学习实际操作过程中却出现了一些问题,其中过于依赖学生自身和技术设备的"完全自主学习"以及基本由老师掌控的满堂灌式"课件展示"表现尤为突出。基于我国国情,大学英语自主学习不应该是前摄自主式自学,而应是同时涵盖技术支撑与情感介入的指导性自主。

Autonomous learning has lately been a hot topic in foreign language teaching and learning,and also a key to reforms in college English education in China.But some misunderstandings of this new concept have virtually brought about some problems,among which ＂proactive autonomy＂ and ＂power-point show＂ are looming large.Based upon the general conditions in China,this paper argues that workable autonomous learning is not to be proactive autonomy,but reactive autonomy,throughout which technological improvement and affect investment are expected to be well integrated with each other.