大学英语自主学习中教师中介作用的实证研究

An Empirical Study on the Role of Teachers as Mediators in College English Autonomous Learning

本文以费厄斯坦的中介作用理论为基础,通过问卷调查和访谈等方法,研究师生对费厄斯坦提出的十二项中介作用的认识和实践情况的评价,同时结合学生的自主学习状况,以期发现教师的中介作用对学生自主学习的影响。研究表明,师生对教师中介作用的认识基本一致;教师对中介作用的实践评价高于学生的评价且存在显著差异;学生自主学习的能力及策略使用水平比较弱,尤其是在与师生评价都较低或存在显著差异的中介作用相关的几个方面表现突出。

Based on Feuerstein＇s Mediation Theory, this study intends to investigate teachers＇ and students＇ perception and evaluation of mediation tools and how this affects students＇ autonomous learning. The study suggests that teachers and students come to a general agreement on the importance of the teachers＇ mediation; teachers＇ assessment of their actual behavior is higher than that of students, and some differences are significant; students have low autonomous learning ability, which is in agreement with their poor comment on some mediation roles.