英语论文的格式统一为：使用Word 6.0及以上文字处理软件；正文字体Times New Roman，字号12P，版心22cm高×16cm宽（页码在外），A4幅面，每页32行（不含页码）。指导教师不审阅手写稿和不符合格式、版式的打印稿。正文字数为英语4000词，指规定版心、字号和行距的最多字数（含段落空白）

例文格式如下：

Preliminary Study On Growth Of Retusa Boenensis （题目Arail black字体4 号，居中，文学作品名用斜体）

Chen Moumou

WeiNan Branch of Shaanxi Radio and TV Unversity

.

[Abstract] This paper report out the growth characteristics of Retusa boenesis. Deal with the measure and obervation on the Retusa boenesis made during the period from 2001.7 and 2002.3 to 2002.5 in mud shoal at Daishan Zhejiang.Then know Restua bonenesis’s growth period is one year , during March to May , it grow fastest. On March , the most of Retusa boenensis is 7mm high, on May, the shell height grow to 11mm average.During this period , its average ……词Arail字体小四，同上面三项之间空一行，内容用Times New Roman字体小四）

[Keywodes]：Retusa boenesis Growth

（关键词这个词Arail字体小四，关键词内容Times New Roman字体用小四，每词之间空四格,摘要与关键词之间空一行）

正文字体Times New Roman，字号12P，版心22cm高×16cm宽（页码在外），A4幅面，每页32行（不含页码）。

参考文献：所有参考文献为单倍行距，放在文章最后，按照第一作者姓氏的字母顺序排列。如有同一作者的两篇以上文献，按出版年代先后排列。

第二篇：英语论文格式[1]

2010届本科毕业论文

姓 名： 徐 翠 翠

系 别： 外语学院

专 业： 英 语

学 号： 060511083

指导教师： 孙 艳 玲

20xx年5月

The Cultivation of Autonomous Learning Consciousness in English for Middle School

Students

by

Xu Cuicui

Shangqiu Normal University

May 2010

商丘师范学院2010届本科毕业论文

摘 要

传统的教学模式以教师的讲授为主，学生则被动地接受。中学生的学习是一个从依赖逐步走向独立的过程。倡导中学生“自主学习”是教学观念的一次大变革；遵循一定的实施原则，加以教师有意识的指导和帮助，传统的以教师为主体的“灌输式”教学模式将转变为以学生为主体的“自主学习”模式。自主学习并不等于孤立的个体学习，它强调学生的自主性和能动性，使学生的潜能和素质得到不断开发、拓展和完善。教育部新制定的《全日制义务教育普通高级中学英语课程标准》（实验稿）中的课程性质也明确提出要“发展自主学习能力”。因此，在教学过程中，教师不仅要激发和培养学生学习英语的兴趣，而且要使学生树立自信心，形成有效的学习策略，逐步培养其自主学习的意识与能力。

本文共分为四部分。第一部分从理论上对自主学习及其特征进行介绍；第二部分从实践的角度说明自主学习的实施原则；第三部分重点探讨如何培养中学生的自主学习意识，包括课堂上师生角色的改变、特殊的学习环境与氛围的营造以及丰富多变的激励形式等；第四部分为结论。

关键词：自主学习意识；实施原则；培养方式

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商丘师范学院2010届本科毕业论文

Abstract

The traditional teaching mode is such a mode that centers on teachers’ teaching, while students play the role of passive accepters. However, the middle school students’ learning is a process that tends towards independence from dependence gradually. Advocating “autonomous learning” for middle school students is a great reform of teaching concept; based on certain principles, plus the teacher’s intended guidance and aid, the traditionally teacher-centered inculcating pattern would change into the student-centered autonomous learning pattern. However, autonomous learning does not mean totally individual study. It emphasizes students’ autonomy and initiative making students’ potential and quality well exploited, extended and perfected continuously. The Full-time Compulsory General Senior High School English Curriculum Standards (trial version), issued by the Ministry of Education, also proposes that English courses need to develop the student’s autonomous learning ability. Thus, during the teaching progress, teachers should not only stimulate and cultivate the student’s learning interests, but also make them build up confidence and form efficient learning strategies to cultivate their autonomous learning consciousness and ability gradually.

This thesis is divided into 4 parts. Part 1 provides the overview of autonomous learning and its features from the theoretical angle; part 2 elaborates the autonomous learning’s implementation principles from the point of practice; part 3 mainly explores the cultivation of the middle school student’s autonomous learning consciousness, including the role changes of both the teacher and students in class, the construction of special learning environments and atmosphere and diverse stimulation forms; the last part serves as the conclusion.

Key words: autonomous learning consciousness; the implementation principles; cultivation methods

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商丘师范学院2010届本科毕业论文

Contents

摘 要 .................................................................................................................................... I Abstract ................................................................................................................................. II Contents ............................................................................................................................... III 1 Introduction .................................................................................................................... 1 2 The Concept of Autonomous Learning and Its Features ................................................ 1

2.1 The Meaning of Autonomous Learning .................................................................. 2

2.2 The Significance of Autonomous Learning ............................................................. 3

2.3 The Features of Autonomous Learning ................................................................... 3

2.3.1 Purposiveness ................................................................................................ 3

2.3.2 Selectivity...................................................................................................... 3

2.3.3 Creative spirit ................................................................................................ 4

2.3.4 Self-regulation ............................................................................................... 4

2.3.5 Adaptability ................................................................................................... 4

2.3.6 Intercourse ..................................................................................................... 4 3 The Implementation Principles of Autonomous Learning ............................................. 4

3.1 The Principle of Interest .......................................................................................... 5

3.2 The Principle of Practicability ................................................................................. 5

3.3 The Principle of Being the Main Body .................................................................... 5

3.4 The Principle of Being Close to Life ....................................................................... 5

3.5 The Principle of Sequential Organization ............................................................... 6

3.6 The Principle of Openness ....................................................................................... 6 4 Ways to Cultivate the Middle School Student’s Autonomous Learning Consciousness 6

4.1 Establishing the Student’s Principle Position in Class ............................................ 6

4.1.1 Changing the Teacher’s Role ........................................................................ 6

4.1.2 Changing the Student’s Role ......................................................................... 7

4.2 Necessary Environment for Students to Fulfill Autonomous Learning .................. 7

4.2.1 Creating a Relaxed and Free Psychological Atmosphere for Learning ........ 8

4.2.2 Creating a Comfortable and Independent Growth Environment .................. 8

4.3 Inspiring Self-competence through Confidence Encouragement ............................ 8

4.3.1 Words Stimulation ......................................................................................... 9

4.3.2 Expectation Stimulation ................................................................................ 9

4.3.3 Emotion Stimulation ..................................................................................... 9

4.3.4 Objective Stimulation ................................................................................. 10

4.3.5 Example Stimulation ................................................................................... 10 5 Conclusion .................................................................................................................... 10

References ........................................................................................................................... 12

III

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1 Introduction

To internationalize the English teaching standard for Chinese Education, the Ministry of Education in China issued the New English Curriculum Standards for Middle Schools（NECSM）in 2001.These New standards, which aim at educating English-speaking Chinese with an impressive competence of language use, have attracted the attention of experts and English teachers. Thus, the explorations of effective language instruction have shifted from an emphasis on teacher-centered to learner-centered classrooms and from transmission-oriented to participatory and constructive knowledge development. Influenced by the traditional teaching concept, the practical teaching tasks are always teacher-centered, while students accept passively. However, “teaching” is for “learning”, which serves the students’ learning; students’ autonomous learning must be reflected through the whole process of teaching, for that is the actual nature of “teaching”. What’s more, the knowledge economy and the development reality of Information Age need the teachers to cultivate students’ ability of autonomous learning as well. Therefore, in order to achieve this goal, the teacher should create chances, stimulate the learner’s interests and make them the principle part of learning. This thesis, from the perspective of improving teaching quality and performing quality-oriented education, provides a theoretical attempt on the consciousness cultivation of “activity-centered and autonomous learning”.

2 The Concept of Autonomous Learning and Its Features

“Activity-centered and autonomous learning” means the educational, creative and practicable learning activities designed and organized by teachers for the sake of arousing students’ interests. These activities should be student-centered and based on the teacher’s research into teaching materials. The student should be encouraged to self-participate, through which they think, practice, quest, and create initiatively. Meanwhile, through the activities, the students learn to find problems and to settle them. Gradually, by gathering experience, the students can gain some learning methods of their own. “Activity-centered and autonomous learning” is such a brand-new teaching pattern that makes the students 1

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cultivate self-study ability through continuous study practice with the purpose of enhancing and fulfilling the students’ full-scale quality development.

2.1 The Meaning of Autonomous Learning

Autonomous learning is defined in terms of its intrinsic attribute, as opposed to “passive-study” or “mechanical-study”. Autonomous learning emphasizes the learner’s initiative and self-motivation, so it is a study pattern that the students learn of their own accord but not dominated by others.

Autonomous learning means study-generating learning without outside impetus. Initiative is self-study’s basic character which is opposed to passivity. Their differences are manifested in many respects. Mainly, people distinguish between “I want to learn” and “I am forced to learn”. “I want to learn” is based on the learner’s inner demand while “I am forced to learn” is due to extrinsic incentive or coercion. On the one hand, the intrinsic need of the learners is reflected through learning interests. If the learner has interests, the learning activity would be an enjoyment or pleasant experience. The more they study, the more they would like to study. In this way, the study efficiency is bound to achieve twice the result with half the effort. On the other hand, it is reflected through learning responsibility. Whose task does the study belong to? Who should answer for the students’ learning? However, only when the responsibility is actually shifted from the teacher to the student and the student shoulders his own studying responsibility consciously, will the students’ studying become the veritable autonomous learning. Contrastively, the traditional class is teacher-centered, in which the students depend too much on the teacher and lack a sense of responsibility for their own learning, and thus achieve half the result with twice the effort. Here, we can take role-play as an example. Role-play is a very common language learning activity where the students play different roles and interact from the point of view of the roles they play. Role-play is valuable in a language classroom for several reasons：1）it is motivating; 2) the students interact in small groups so that they have less pressure; 3)the students have the chance to practice the newly learned language;

4) there is enough room for creativity.

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2.2 The Significance of Autonomous Learning

In the process of autonomous learning, the learner can give full play to his or her initiative, form correct studying attitude that can improve the self-consciousness standard, develop both intelligence and non-intelligence factors, master studying strategies and foster the self-analysis ability in order to become the person who owns the ability of lifelong study, which can make one’s potential and quality fully exploited, developed and perfected step by step.

The Soviet psychologist, Kapterev (1877) has ever said, “The reason of self-importance, first of all, is not its usefulness in life but its accordance with the creative self-development. Without selfhood, it is impossible for humans to fulfill development”.

Initiation is the precondition of innovation.

Autonomous learning is one of an individual’s necessary qualities which guarantee the superior survival and development in today’s furious society change. It will offer the opportunity to each individual to acquire the 21st century’s pass—how to learn.

2.3 The Features of Autonomous Learning

2.3.1 Purposiveness

Purposiveness—have a clear aim, rectify the studying attitude and have a proper cognition about study values.

2.3.2 Selectivity

Selectivity—be able to select studying content precisely; have the sharp sensibility, discernment and intelligence about information; be able to perceive, gather, tackle and generate information efficiently.

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2.3.3 Creative spirit

Creative spirit—be not satisfied with the extant answers or results, ponder over the study content independently; expand one’s ideas, be able to understand the same thing from various angles; be good at applying the induction and summary to explore new cases, thus broadening one’s horizon continuously.

2.3.4 Self-regulation

Self-regulation—have the perception and self-control ability towards one’s own studying motivation, interests, strategy, consequences and so on; keep a sensitive response to the problems in the study and take measures contraposing to those problems in time.

2.3.5 Adaptability

Adaptability—have the competence to adapt to group and community life; know and observe discipline consciously; own such a trait that can be accepted by the group and community members.

2.3.6 Intercourse

Intercourse—have the willingness and competence of human communications; assume responsibility voluntarily and change one’s role in the light of the group’s needs; be able to learn in the group activities.

3 The Implementation Principles of Autonomous Learning

Education should be helpful for each student’s best and all-round development. When the consciousness cultivation of “activity-centered and autonomous learning” is carried out, the following principles should be followed.

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3.1 The Principle of Interest

During the teaching process, the teacher should pay attention to arousing the student’s enthusiasm to build their confidence up, thus making the students long to study. When designing tasks, the teacher should take careful account of the student’s needs and interests. Learning tasks should be related to the student’s own life experience and reflect their cognitive development level.

3.2 The Principle of Practicability

Through designing colorful activities, the teacher conducts students to study with eyes, mouth, hands and brain. In the activities, various sense organs are enlightened to gain direct experience. As a matter of fact, during the process of actual performance, students learn to think independently and participate actively, through which their competence of handling real problems is enhanced.

3.3 The Principle of Being the Main Body

Making the whole class become the main body of studying activity concerns whether the autonomous learning is successful or not. Respect and guarantee the activity’s independence and difference; let the students perform and develop on their own and make students the actual masters of the studying activities.

3.4 The Principle of Being Close to Life

When designing activities, the teacher should choose those that are in close touch with nature and social life to carry out teaching tasks. Let the students have more chances to taste the actuality about life and reality cognition. Only when connection is made with the learners’ own world of experience, can they learn a language better.

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商丘师范学院2010届本科毕业论文

3.5 The Principle of Sequential Organization

Present the teaching contents based on the best sequence. Many elements, such as the students’ cognition development standard, motivation state and knowledge background probably produce such functions that affect teaching sequences, thus, from time to time, some necessary adjustment should be taken according to the teaching requirement.

3.6 The Principle of Openness

The teaching process should be an open one, which mainly reflects in designing teaching environment and atmosphere. Besides, in order to make sure the student can get the most attention and development, teaching activities should manage to make use of the widest educational resources. For learners, especially those senior middle school students who have learned English for several years and whose cognitive ability is approaching a mutual level，in order to promote their self-development, they are eager to learn anything helpful to themselves.

4 Ways to Cultivate the Middle School Students’ Autonomous

Learning Consciousness

4.1 Establishing the Students’ Principle Position in Class

4.1.1 Changing the Teacher’s Role

The establishment of the students’ main body capacity demands the teacher’s role should be shifted from the transmitter of knowledge to the organizer and instructor of study. During the autonomous learning activities, the teacher is not the center of the class any longer but the resource of the students’ studying. The teacher should also respect those students who have shortcomings or defects, respect those who have different opinions and value students’ original point of view. In class, the teacher works as a controller or prompter to make sure that the students have enough chances to participate individually or 6

商丘师范学院2010届本科毕业论文

cooperatively, to acquire learning strategies, and then to use English to perceive, experience, practice, participate, think and solve problems.

4.1.2 Changing the Students’Role

Let the students realize that they themselves are the masters of learning, and the masters of class as well. Transform the students’ role from the traditional and closed one to the individual-based and open one to bring out their master’s status. In the autonomous learning pattern class, students are not passive receptors; instead, each individual plays an active role. Students will be motivated by the fact that they are going to be involved in pair and group work and a natural desire will be stimulated. To a large extent, students prefer to “do” rather than just “know”. Through challenging themselves to complete tasks, students’ language proficiency, accuracy, learning strategies and skills can be highly improved.

Through both the teacher and the student’s confirm and agreement that the students are the real main body, students’ studying passion is stirred, changing “forcing me to learn” into “I want to learn”. Only when the students’ main body role is highly identified by themselves in their inner hearts, can they absolutely show themselves during the whole studying process. The teaching models should be shifted from the traditional 3P (presentation, practice, production) to multiple teaching models. It is accepted that various learning skills and strategies should be imbedded in learning practice. And only by enlarging the input and carrying out sufficient practices can students deepen their comprehension in the process of completing the tasks.

4.2 Necessary Environment for Students to Fulfill Autonomous

Learning

“Consider the students as the main body” is the fundamental concept of contemporary schooling. Teachers should try their best to provide favorable conditions to stimulate the students’ studying interests and make them the main body of study, which leads to the students’ active learning, instead of a passive one. The teacher should not be a lecturer 7

商丘师范学院2010届本科毕业论文

dominating the class and talking all the time. He or she should be a guide, a group leader, a helper, a supporter, a facilitator, a participant and an observer. The work of the teacher is to design some tasks with different levels to help students acquire effective learning skills and strategies and to offer enough chances to learners to encourage them to use English and construct their manifold English performance.

The environment and atmosphere provided and created to promote the students’ positive development does good to both the students’ self-respect and confidence cultivation and autonomous learning conduction.

4.2.1 Creating a Relaxed and Free Psychological Atmosphere for Learning

Babanski (1977) says: “If a teacher is good at creating favorable atmosphere, the students’ studying activity can be carried out efficiently, for they bring their initiative into full play.” Modern mental theory as well as educational theory proves that the students with the feeling of being constrained are always studying under passive conditions. If unchanged, undoubtedly, students’ initiative and enthusiasm are quite prone to be restrained. As a result, students’ studying efficiency is inevitably low.

4.2.2 Creating a Comfortable and Independent Growth Environment

As for school environment, growing environment mainly refers to the equal, democratic and harmonious human relationship between students and teacher as well as among students. Studying in the relaxed and independent growing environment enables the students to experience the sense of identity, which prompts them to self-determine and create, thus benefiting students’ initiative and enthusiasm improvement.

4.3 Inspiring Self-competence through Confidence Encouragement Diesterweg (1935) has ever said, “The art of teaching doesn’t lie in what has been taught but in stimulation, arouse and inspiration.” Stimulation means spurring one’s motivation, which is the main method to fire enthusiasm and also the main principle of psychological 8

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education. The experiments of behavior science also prove that in case one has not been influenced by stimulation, one can just exert his or her ability to 20%--30%；However, if one is fully stimulated, that can be 80%--90%. This strongly demonstrates that encouragement mechanism is a significant strength to encourage students to perform autonomous learning. Common stimulation forms that can be used by the teacher are as follows:

4.3.1 Words Stimulation

During the teaching process, the teacher should not rashly negate the student in case the student’s initiative would be restrained. On the contrary, the teacher should encourage the student in time by saying “well done”, “you’re smart”. Although what the students have done is not good enough, the teacher should also say “it is really not easy for you to have such an understanding!” Confidence is one of the essential factors in creativity. For the teacher, these stimulating words can promote the student’s initiative and enthusiasm.

4.3.2 Expectation Stimulation

Every student wants to draw others’ attention. If the teacher is able to grasp each student’s cognition and personality features appropriately aiming at forming the well-measured expectation, then the expectation will generate great power to stir the students’ inner potential and change it into active impetus.

4.3.3 Emotion Stimulation

The students’ activities need the participation of both cognition and emotion. Some survey proves that when the student is in a happy mood, the cerebral cortex is in the active thinking state which is easy to stimulate speculation, imagination and creativity.

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4.3.4 Objective Stimulation

Everything has an aim, so does study. Once the goal is set, the student would consider it as endeavor’s direction. Based on Krasen’s comprehensible input theory, language acquisition will occur when learners understand input which is slightly beyond their current level of competence. The major aspect of SLA is an unconscious process resulting from experience in using the language. So, exposure to comprehensible input on a large scale is of great significance. Teachers can provide target tasks by his modified language and the intake takes place in the constant negotiating process in student-teacher and student-student interactions. Thus during the teaching activities, the teacher should teach students according to their aptitude to work out studying aims that are applicable to the students’ developmental needs. Guided by objective stimulation and involved in tasks and the authentic activities, students will present their initiative and enthusiasm, and thus fulfill autonomous learning.

4.3.5 Example Stimulation

Example is a sort of soundless education method. What’s more, examples can be various. Take Premier Zhou’s “Reading for Chinese nation’s upsurge’’as an example, the student can be inspired by his ambition and lofty ideal. The student can also be inspired by the example how hard Mr. Luxun studies in Sanwei. In addition, teaching stimulation should not only have proper contents but also be expressed flexibly. Teachers should grasp chances, take proper measures, and regard the student’s development as the most essential point of emphasis to give them proper stimulation, for that is a great force to lead the student to study positively and actively.

5 Conclusion

The cultivation of consciousness about “activity-centered and autonomous learning” is a studying style that lets the students take part in studying actively. Autonomous learning here means a high-qualified study on the teaching-guidance conditions. It is known that 10

商丘师范学院2010届本科毕业论文

effective autonomous learning needs some learning strategies, but due to the student’s psychology and basic knowledge limitation, the students can not have fulfilled the action on their own absolutely, which determines the teacher’s guidance and assistance are indispensable. But one point is quite certain, the key factor to promote the students to conduct autonomous learning is to promote their initiative and enthusiasm, getting the student engrossed in studying positively, actively and passionately. Although the research has indicated that the “activity-centered and autonomous learning” is effective, it seems that some questions remain unsolved. For the pressure of NMET, students have to occupy themselves with other subjects, and then the time afforded to accomplish the tasks is far from abundant. Therefore, for teachers, it needs to be considered how to strike a balance between the cultivation of ability and examination scores. “Autonomous learning” still has not had existent experience, so it will become mature and faultless gradually in the process of continuous exploration and application.

It is hoped that this thesis can help the English teacher to enhance the students’ performance and more school teachers will contribute to the research and experiment of “activity-centered and autonomous learning” teaching approach to promote the EFL (English as a foreign language) teaching.

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