PRC students' experience with independent learning at the National Institute of Education, Singapore
PRC students' experience with independent learning at the National Institute of Education, Singapore
复制标题
中国学生在新加坡国立教育学院自主学习的经历
DOI：
--
复制
发表时间：
2004
期刊：
影响因子：
--
通讯作者：
M. Ellis
中科院分区：
文献类型：
--
作者：
C. Shyh;Chi;M. Ellis
本文认为，中国学生谁来自一个环境，学习仍然是非常以教师为中心的自主萨尔的有效性。本研究通过考察中国学生的汉语学习风格和使用自主学习中心的研究结果来考察萨尔的有效性。这项研究探讨了该中心对提高语言技能的作用。在SAC提供的各种设施中，调查结果显示，学生们喜欢阅读、听力和视频资源，并声称在SAC工作时，他们的听力和阅读技能获得了最大的进步。大多数学生喜欢SAC的自由，但也有一小部分学生更喜欢老师指导他们的学习。根据学院的培训理念，我们强烈鼓励中国学生在学习中发挥积极作用。因此，研究所提供的课程在很大程度上以学习者为中心，学生参与协作活动和任务，如讨论、项目和口头报告以及同行评议。学生还必须在学院的自学中心工作，在那里他们要对自己的学习负责。然而，学习过程中的文化差异可能会引起对独立学习的概念和实践的抵制（Fitzgerald，Morrall和莫里森，1996）。中国学生通常被认为是被动的，来自一个长期无条件服从权威的文化传统（Littlewood 2000）。他们也期望他们的老师负责他们的学习，并成为知识的来源（刘1998）。正是这个问题，并希望获得反馈意见，如何接受中国学生对学院的自主学习计划，提供了动力，研究中国学生使用自主学习中心。PRC沟通技巧课程
This paper considers the effectiveness of SALL for PRC students who come from an environment where learning is still very teacher-centred. The effectiveness of SALL is considered by examining Chinese learning styles and the results of a study of PRC student use of the Self-access Centre (SAC) at NIE. This study examined how useful the centre was for improving language skills. Among the various facilities available in the SAC, the findings revealed that the students favoured reading, listening and video resources and claimed to have made greatest gains in their listening and reading skills when working at the SAC. The majority of students like the freedom of the SAC, yet a small but significant number preferred the teacher to direct their learning. In line with the Institute’s philosophy of training, PRC students are strongly encouraged to take an active role in their learning. As a result, the courses offered at the Institute are very much learnercentred, with students engaging in collaborative activities and tasks such as discussions, projects and oral presentation, as well as peer review. Students also have to work in the Institute’s Self-access Centre where they are expected to take responsibility for their own learning. However, cultural variations within the learning process may give rise to resistance to the notion and practicalities of independent learning (Fitzgerald, Morrall and Morrison 1996). PRC students are often perceived as passive and coming from a culture with a long tradition of unconditional obedience to authority (Littlewood 2000). They are also known to expect their teacher to take charge of their learning and to be a source of knowledge (Liu 1998). It was this issue and the desire to obtain feedback on how receptive PRC students are towards the Institute’s self-access learning program that provided the impetus for the study into the use of the self-access centre by PRC students. The PRC Communicative Skills Program