Promoting language Learners' Autonomy in Cooperative Learning

AN EMPIRICAL INVESTIGATION OF CULTIV ATING STUDENTS AUTONOMOUS LE ARNING CAPACITY IN COLLEGE ENG LISH TEACHINGAbstractThis paper is a two2year empirical investigation of cultivating students’ autonomous learning capacity inCollege English teaching at Shanxi University of Finance and Economics (SUFE).The goal of the study is to optimize students’ language learning and to find a new direction of teaching innovation. The paper analyzes the current teaching context and presents a critical review of the literature on learner autonomy. The author explores understanding of learner autonomy in Chinese context and produces an autonomous learning model in the experimental study. The paper presents some strategies f or fostering autonomy such as instructing students how to learn, level2based teaching and collaborative learning. It was found that only by encouraging greater learner autonomy can students raise their English learning effectiveness.Key wordsTeaching English as a f foreign language; learners autonomy; teaching innovation1. IntroductionIt is true that after studying English for over ten years, most university students continue to find reading English books a difficult task. Understanding oral English, especially English spoken by native speakers, is considered an even tougher t ask than reading aloud. But, even more difficult, is the job of expressing themselves clearly and fluently in spoken English. Many students who are able to pass the upper2level English examinations wit h high grades are frequently poor at using t he language .Especially since 1999, university enrollment across the country has been expanding annually. This has plunged college English teaching into a new series of problems including: particularly severe shortagesof teachers, increased class sizes and a widening gap in t he English proficiency levels of university students. The best way to make students lea r n both actively and effectively in such a situation is to challenge the traditional methods that have proved insufficient.In order t o meet the requirements of work places wit h t he intention of raising the quality of English teaching , Shanxi University of Finance and Economics called on the staff t o reform the cur rent teaching model of college English. By careful studying the modern theories of language teaching and learning of West countries, the author found that cultivating students’ autonomous learning capacity in college English teaching might be an effective and efficient way. Therefore, the author produced an autonomous learning model of college English and put it into teaching p practice. The paper reflects t he outcomes of the two year teaching experiment of learner autonomy conducted at the university.2. Current Teaching ContextSince opening the door to the outside world, college English teaching in China has made great progress. Indeed, remarkable changes and achievements have been made across the country. However, the developments at each university in China are of ten quite different from each other. Chinese stud ents’ English proficiency is commonly rather limited. Unfortunately, teaching English as a foreign language in China still leaves much to be desired (Zhou Liuxi 2003) .2. 1 The goal of English teachingThe teaching goals of the traditional syllabus demonstrate an emphasis on a reading for comprehension based pedagogy, and the document nominates a basic amount of vocabulary that students were required to master. When tuition was focused on the emphasis in the syllabus the staff who delivered it regarded reading, writing and translating as the basis of scholarly endeavor and they tended to ignore it he cultivation of students’ listending and speaking ability. Both are now recognized as essential to the requirements of the international business community. As a result, it is understandable that some teachers place considerable emphasis on the students’ passing the examinations and spend much time in dealing with students’ examination competence. Therefore, students may demonstrate a capability to remember many words by sight but are, all too frequently, neither able to understand nor say them. Such students may well have acquired a basic vocabulary but have not mastered the techniques of applying it in acts of communication.2. 2 The most recent model of English teachingThe English language teaching model, as it has been recently practiced in Chinese tertiary institutions, generally comprised a teacher, students, text books and the blackboard. This equipment has been used in a class room with students sitting in rows listening to a teacher who stood in front of them. Some classes occasionally used computers but that use has generally been very limited. Normally there are around 55 students in each class, and it is clearly impossible f orthe teacher to instruct students individually in such a situation . The teacher will talk about grammar, do some translation, explain the text and ask students to do some written exercises. The teacher must deal with a wide range of student competencies. Many students come from the countryside while others are from large cities. The very large gap between the levels of students’ English proficiency does pose a real challenge to teachers.2. 3 The methodology of English teachingThe Grammar-Translation Method has had a dominant place in college English teaching and it has had a long lasting influence on TEFL practice in China. Indeed, many teachers still feel more comfortable with the traditional “chalk and talk” techniques that deliver information in a pre digestibleformat. Teach ers’ primarily pay attention to t he linguistic points of English and do not address aspects of teaching concerning learning strategies. All too frequently teachers have tended to structure classes in such a way that students regard the teacher as the provider of knowledge and the student as the receiver. In class, students are used to listening to the teachers and taking notes, but not anticipating a request for information from the teacher. Even if the answer is known, generally only a small percentage of students will become involved in answering the teachers’ questions. There is generally no exchange of information (Yang Xuanyan , 2003) .2. 4 The impact of Chinese cultureMost students in China would be considered introverted when compared to similar cohorts in Western countries and this is due to the impact of Chinese culture. China is bound by a powerful adherence to Confucian values with a strong emphasis placed on co-operation, the preservation of face” (dignity and honor) and self-effacement. Each of these concepts has had enduring implications for the language teaching class room. Self-effacement and “face” saving may account for the reason why few students are so reluctant to speak in open response to the questions from the teacher; self-effacement reflects the society’s need for modesty and balance, and appears to be counter-productive for encouraging critical self-awareness.3. Learner Autonomy in Language LearningSince Henri Holec’s work “Autonomy and Foreign Language Learning” was published in 1981, autonomy in language learning has been a topic of widespread discussion in the West. Just as and “authentic” were the catchwords of the 1980s, learner autonomy had fast become one of the new EL T buzzwords by the 90s (Broady & Kenning 1996; Little 1990). Great progress has been made in the exploration and implementation of t heconcept of autonomy. However, much less concern has been shown and “little formal academic discussion about learner autonomy” (Wu Hongyun 2001) has been held in China.Many researchers and theorists define learner autonomy in many different ways. One of the earliest advocates of autonomy in language teaching, Holec (1981: 47), has defined it as the “ability to take care of one’s own learning”. This point is developed further by Wenden (1991) who summarizes the issue: In effect, successful or expert or intelligent learners have learned how to learn. They have acquired the learning strategies, the knowledge about learning and the attitudes that enable them to use these skills and knowledge confidently, flexibly, appropriately and independently of a teacher. Therefore, they are autonomous .Dickinson ( 1995 ) considers aut onomy as“bot h an at titude t owa rds lea rning and a capaci ty f orindependent lea r ning” . He elaborat es t he at titude as resp onsibili ty t he lea rner is p repa red t o t a ke f ordecision2ma king about his lea rning a nd capacity f or critical ref lection and decision2making in t he lear ningp rocess . That is ,“t hey ca n identif y , f ormulat e and cha nge goals t o suit t hei r own lear ning needs a ndint erests a nd are able t o use lea rning st rat egies a nd monit or t hei r own lea r ning”(p . 43) .Lit tlewood (1996 : 12) sees aut onomy mainly as“lear nersπability and willingness t o make choicesindependent ly”and goes on t o a rgue t hat :[ t he ] ability dep ends on p ossessing bot h knowledge about t he alt er natives f rom which choice have t obe made a nd necessary skills f or car rying out what ever choices seem most app rop riat e . Willingnessdepends on having bot h t he mot ivation and conf idence t o t ake resp onsibility f or t he choices requi red.It is also emp hasized by Lit tlewood ( 1996 ) t hat t he capacity and int ent ion t o engage f reely willusually depend on studentsπ motivation a nd conf idence , just as much as it does on t hei r knowledge a ndskills .Anot her major inf luence on t he concept of lear ner aut onomy has been t he Soviet psychologistVygotsky. Cent ral t o his ideas is t he imp ort ance of social relationships t o t he development of ment alabilit ies a nd lea r ning. A cent ral t erm in his t heory is t he“zone of p roximal development” . The zone ofp roximal development is “t he dist ance between t he actual development al level as det ermined byindependent p roblem solving a nd t he level of p ot ential development as det ermined t hrough p roblemsolving under adult guidance or in collaboration wit h more capable peers”(Vygotsky 1978 :86) .Kelly (1996) discussed t he imp ort ance of t he envi ronments where lear ning t akes place . He said t hatif mat erials a nd class rooms are considered separat e entities f rom personal experience and t he immediat eapplication of what is lear ned , t hey will not af f ect overall p ersonal const ructs . Cambor ne ( 1988 : 33)argues t hat when students a re t ot ally immersed in t he lea r ning envi ronment a nd f ully engaged in t he t askt hey a re bet ter able t o int er nalize t he meaning of what is being lear ned. Individuals must be enabled t oconst ruct t hei r own p rivat e lear ning spaces according t o t hei r needs and f ill t hem wit h personallymea ningf ul lear ning mat erial .In t he t heoretical lit erature t here is broad agreement t hat lear ner aut onomy grows f rom t heindividual lea r nerπ s accept a nce of resp onsibility f or his or her own lear ning ( e1 g1 Holec 1981 ; Lit tle1991) . The t erm aut onomy has come t o be used in at least f ive ways (Benson & Voller 1997 : 2) :·Si t uat ions in which lea rners study enti rely on t hei r own ; ·A set of skills which ca n be lea rned and applied in self2di rect ed lear ning ;·An inborn capaci ty which is supp ressed by institutional education ; ·The exercise of learnersπresp onsibili ty f or t hei r own lear ning ; ·The right of lear ners t o determine t he di rect ion of t hei r own lea r ning. (Adapt ed f rom Benson &Voller 1997 :2)7 4CEL EA J ourna lπ 67© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. The general social , p olitical , economic and cultural cont exts and f eatures of China are dif f erent t ot hose in West er n count ries . In keeping wit h t his underst a nding , t he accept ed objectives of t eaching arealso dif f erent and t he descriptions of lear ner aut onomy of West er n count ries do not exactly ref lect t hesituation of most Chinese students . Nevert heless , in t he design p hase of t his investigation , a wide rangeof West ern lit erature concer ning lear ner aut onomy was examined. Consideration was t hen given as t o howt his could be applied wit hin English t eaching p ractice in Chinese cont exts . The aut hor considers t hatlear ner aut onomy in TEFL in China should involve t he lea r ners in : ·t aking cha rge of t hei r own lear ning ;·set ting realistic goals and plan p rogrammes of wor k ;·using lea r ning st rat egies ef f ectively a nd developing st rategies f or coping wit h new situations ;·creating and making good use of study envi ronments ; and ·evaluating a nd assessing his/ her own lea rning p rocess .As Mcdevitt (1997 :34) points out :“The end product of education is an independent learner”and thatcultivating a learnerπs independence or autonomy should be regarded as the ultimate goal that teachers oreducators t ry to pursue. Many educators believe that developing some degree of autonomy is essential if learnersare to become effective language users (Littlewood 1996 ; Nunan 1997 ; Breen 1984)4. The Shanxi Universi ty of Fina nce and Economics Inves t igat ion The Foreign L anguage Faculty of Economics and Trade orga nized t he investigation t o examine t heef f ect iveness of aut onomous lea r ning in EFL at t he Shanxi University of Finance a nd Economics (SU FE) .Two t eachers a nd 220 students were involved in t he investigation , over a two2yea r period out usingqualit at ive observations t o supp ort t he dat a .4 . 1 Hypot hesisIn t he int ensive reading course of college Englis h t eaching , t he t eaching model of aut onomouslear ning arouses studentsπ interest a nd lea rning init iative , imp roves students lea r ning ef f ectiveness a nddevelops studentsπ aut onomous lea rning cap acity compared wit h t he t raditional t eaching model .4 . 2 Investigational designThe design of t he investigation adopts Ca ndyπ s (1991 : 270) concept of const ructivism , which“leadsdi rectly t o t he p rop osition t hat knowledge ca nnot be t aught but only lear ned ( t hat is , const ruct ed)” ,because knowledge is somet hing“built up by t he lear ner”( von L agerf eld & Smock 1974 : xvi , cit ed inCandy 1991 : 270) .Figure 18 4An Emp i r i c a l Inve s t i ga t ion of Cul t iva t ing S t ude n t s Aut onomous L e a rning Cap a c i t y. . . Guo Na i zhao© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. The aut hor , t a king into account t he const ructivist lear ning t heory , and exploring t he relations hipsbetween t eachers , students , t eaching cont ent and resources , creat ed a visual model of aut onomousclass room t eaching ( Fig. 1) . This was done t o emp hasize t he imp ort a nce of a clea r f ocus f or t eaching a ndlear ning and t o p rovide f eedback on t he p ractices in t he classroom. The f act ors of“objectives”a nd“evaluat ion”have been included. L ea rner aut onomy has been placed in t he model because bot h t hep roduct a nd source of t he actual lear ning occur wit hin t he class room.This model has been designed t o help lear ners develop t hei r communicative compet ence . Teachersare t he organizers of t he t eaching p rocess and it is t hei r t ask t o act as inst ruct ors , or , more imp ort a nt ly ,t hey should become f acilit ators f or imp roving lear ner aut onomy. This change of role by t eachers willenable students t o become more active const ruct ors of knowledge ; t he cha nged cont ent will t hen p rovidet he subst ance of t he studentsπ active const ruction of new mea ning.4 . 3 Roles of teachers and studentsIn t his investigation at SU FE , f rom t he very beginning , t he t eacherπs roles a nd studentsπ roles wereint roduced to t he students . It was recognized t hat t eachers must f i rst p rovide students wit h app rop riat et ools and wit h opp ortunities t o p ractice using t hem , i . e . t eachers have t o f acilit at e t he cha nge . Thep resupp osition here is t hat t eachers a re willing t o cha nge and s hif t t hei r roles in t he class room f rominf ormation p roviders t o f acilit at ors , s hif ting f rom“t eaching knowledge2based”t o“sup ervising studentslear ning2based” , f rom“a p rot agonist”on t he st age t o“a di rect or”behind t he scenes , becoming studentsπdi rect or of knowledge2const ructivism.If t he class room is a st age in a t heat re , t he students a re t he act ors . According t o const ructivistlear ning t heory , la nguage lear ners are not passive receivers of knowledge ; t hey a re recognized as activeconst ruct ors of knowledge st ructures by f inding p roblems , by p roducing hyp ot heses , by conf i rminghyp ot heses a nd solving p roblems and by f inding new p roblems . In t he p rocess of recycling , one const antlybuilds up a knowledge st ructure . Students become active const ruct ors of knowledge t hrough exp erienceand opp ortunities t o discover and enqui re . This implies students s hould become co2lea rners , usingavailable knowledge t hrough int eraction wit h ot hers in socially signif icant t asks of collaborative wor k.Teachers are not t he only source of inf ormation a ny more , but act as f acilit at ors so t hat students canactively int erp ret a nd organize t he inf ormation t hey a re given , f it t ing it int o p rior knowledge (Dole et al .1991) . Students have become active pa rticipants in lea r ning and are encouraged t o be explorers a ndcreators of la nguage rat her t han passive recipients of it .4 . 4 The t hree panels of t he teaching processThe p rocess of t he new t eaching model can be divided int o t hree pa nels . The f i rst pa nel is lear ningbef ore class ; t he second panel is classroom t eaching ; a nd t he t hi rd pa nel is aut onomous lea rning af t erclass . During t he t hree st ages , t he t eacher a nd students set up t eaching objectives , choose t eachingcont ent a nd design t eaching activities mutually.The lear ning p anel bef ore class in t he aut onomous lea r ning model requi res t hat students achievedef ini t e goals of lear ning , studying some cont ent indep endently , and f inishing objective t esting. Thet eacher a nnounces t he lear ning objectives at t he end of t he p revious class a nd makes students awa re ofwhat t o lea rn , what p roblems t o solve , what ability t o develop and what mat erial t o consult . Teachersinst ruct students how t o study t extbook knowledge a nd how to change t ext knowledge int o abili ty bypaying more at t ention t o lea rning p rocess . Thus , lear ning bef ore class is an imp ort a nt st ep in cultivatingstudentsπ aut onomous lear ning ability.The in2class t eaching p anel requi res t he ar rangements of t he class int o a t hree pa rts sequence . Fi rst ,t he students are given t en minut es in which t hey are asked to f inish a quiz t o check t he cont ent of t hep revious lesson . Secondly , t he t eacher acts as a guide t o inst ruct students t o lear n t he new cont ent of t het ext a nd students a re encouraged t o p articip at e in all kinds of class room activities . Thi rdly , t he t eacherwill give students assignments t o do af t er class . In t his pa nel it ca n be recognized t hat t he pedagogy isbased on const ructivist app roaches t o lear ning t heory in which la nguage lear ners a re not perceived aspassive receivers of knowledge . Rat her , t hey are t reat ed as act ive const ruct ors of knowledge .9 4CEL EA J ourna lπ 67© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. In t he case of t he outside2classlea r ning panel , students a re requi red t o make good use of t hei r time t ostudy. By surf ing t he Int ernet , students can use t he web2chat envi ronment p rovided by World2Wide2Webf or lear ners t o engage in online2t alk wit h p eople all over t he world , in which case t hey must use t he t a rgetla nguage accurat ely a nd naturally t o develop t hei r communicative skills and int ercultural communicativecompet ence . Furt hermore , students can use t he World2Wide2Web t o collect plenty of la nguage knowledgeand cultural mat erials concer ning t he t arget la nguage so as t o enlarge t hei r knowledge , t o cultivat e t hei rmulti2a ngle view and t o develop t hei r t hree2dimensional underst a nding.4 .5 Effective teaching met hodologyFor teachers who wis h t o p romot e opp ortunities f or students t o become more aut onomous lea rners ,t here a re many p osi tive st rat egies t hat can be adopt ed.The t eacher should have a clear picture of each studentπ s lear ning situation . If t he t eacher does notknow t he studentπ s actual abilit ies , level a nd background , no mat t er how wa rm2hea rt ed t he t eacher mightbe , t he rat her aimless inst ruction t hat results f rom a lack of knowledge about t he students will almostsurely miss t he p oint . The best way t o raise t he ef f iciency of oneπs t eaching is t o know oneπ s students well ,know what t hey a re lacking , and how t o help t hem overcome t his def iciency. To assist t eachers in t hisp rocess , t he students were surveyed at t he f i rst class . Each received a seven2question questionnai reconcerning t hei r educational background , a nd t hei r p resent compet ence in Englis h list ening , spea king ,reading and writing.In order t o car ry out app rop riat e level2based t eaching , est ablished on t he studentsπsituation and wit ha f ocus on individual development , it is recognized t hat all la nguage lea r ners are very dif f erent in t erms oft hei r needs , int erests , st rengt hs and weaknesses , motivations a nd lear ning styles . As an imp ort a nt p art oft he lear ning p rocess students must f ocus on language areas in which t hey need help and ignore ot hers .They ca n t a ke as much time as t hey like a nd exploit a ny of t he considerable va riety of media t hat are onof f er and t hey ca n choose which t hey p ref er t o lea r n f rom. They ca n wor k at what ever pace t hey f eelcomf ort able . In t his new climat e of aut onomy t he t eacher p rovides dif f erent works heets t o dif f erentindividuals , dep ending up on t hei r t astes a nd abilities . Students a re encouraged t o be int erdependent and t o wor k collaboratively. The less students dependon t hei r t eacher t he more aut onomous t hey will become . Collaborative lea r ning is an educationalapp roach t o t eaching a nd lea r ning t hat involves groups of students wor king t oget her t o solve a p roblem ,complet e a t ask , or create a p roduct . For example , students a re requi red t o complet e a paper bycollecting mat erials , writing an outline a nd f inishing a draf t collaboratively in groups . According t oGerlach ,“Collaborative lear ning is based on t he idea t hat lear ning is a naturally social act in which t hepa rticipa nts t alk among t hemselves . It is t hrough t he t alk t hat lear ning occurs”( Gerlach 1994 :28) .When students a re given specif ic inst ructions in how t o lear n , anot her resp onsibility f or languaget eachers becomes s ha red wit h t he students . It is said t hat t he new illit erat es are t hose who donπ t knowhow t o lear n. The old Chinese p roverb says :“Give a ma n a f is h , he can eat f or one day ; t each him howt o f ish , he will benef it f or a lif e2time .”If we raise t he studentsπawa reness of st rat egy use and help t hemt o ref lect on t he way t hey lear n , we give t hem st rat egies f or dealing wit h dif f erent kinds of activit ies a ndp roblems , and we of f er t hem a ra nge of dif f erent lear ning2 style alt ernatives t o choose f rom. The studentsare p resent ed wit h t he t eaching goals f or each lesson a nd t hey a re encouraged t o ask questions about t het exts and t he mat erials . When t his happens students ca n t a ke resp onsibility f or t hei r own lear ning , a ndt hey ca n p ay more at t ention t o t hei r lear ning p rocesses , rat her t ha n concent rating all t hei r at t ention ont he p roducts of lea r ning.An imp ort ant aspect of t he move t o aut onomous lear ning is t he recognition of t he need t o guidestudents t o make good use of moder n t echnology t o imp rove t hei r Englis h p rof iciency levels . Teachershave all t he more reason t o address ef f ective t echnology int egrat ion f or students . The Int er net p rovidesf oreign language lear ners wit h aut hentic , natural language communication envi ronments . On t he Int er netcomp ut er2mediated lea r ning , using ma ny kinds of communication , such as discussions , elect ronic let t ers ,elect ronic f ora , and news groups all become inst antly available . Each has t he p ot ential t o p rovideaut hentic natural communication set tings t hat ca n stimulat e a desi re t o use t he t a rget language and creat e0 5An Emp i r i c a l Inve s t i ga t ion of Cul t iva t ing S t ude n t s Aut onomous L e a rning Cap a c i t y. . . Guo Na i zhao© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. f or t he students a f oreign language atmosp here t hat is supp ortive and natural . Such a n envi ronment isconducive t o imp roving t hei r communicative compet ence .In t he aut onomous p rogram students come t o realize t he objectives of lea rning f oreign la nguages a ndbegin t o actively pla n a nd ar ra nge t hei r study. At t he beginning of f i rst t erm , students should know t hei roverall requi rements f or lear ning Englis h during t he periods at university. Then students can adjust a ndpla n t hei r det ailed lear ning goals f or each t erm according t o t hei r individual needs . For example , studentswho int end t o engage in t ra nslating wor k recognize t hat t ra nslating skills and knowledge a re crucial t ot hei r development ; recognizing t hat list ening a nd sp ea king skills f orm t he f oundation f or such skills . Insuch a case t he student would orga nize his/ her sp are time and adjust t he study plan f or imp rovingt ranslating skills .It has been our int ention t o est ablis h a n ef f ectual monit oring and cont rolling mecha nism , one t hatcan car ry out accurat e , objective evaluation while encouraging lear ner aut onomy. The cont ent ofassessment should include comments on studentsπbasic knowledge , skills , at titudes t owards study , studyhabits , cooperation and general communication abilities . We recognize t hat every student is evaluatinghis/ her own lea rning p rof iciency f rom t he results of t esting , as well as t hei r t eachersπand f ellow studentsπassessments of t hemselves . But i t is not suf f icient f or t hem t o just depend on ot hers . Students must alsodevelop t he ability t o self2moni tor , cont rol and make assessments of t hei r own lea r ning achievements .Self2evaluation ref ers t o using such simple p rocesses as relating t he resul ts of ot hersπexamination resp onsest o t est oneself . Only by const a ntly evaluating can students underst and t hei r own lear ning experiences a ndadjust t hei r lea r ning met hods or design new objectives of lear ningf or t hemselves .5. Resea rch App roach : Cont rast ive Invest igat ionThe Foreign L a nguage Faculty at SU FE orga nized students t o at t end t he English graded t est wit h co2。

《外语教育学》教学大纲【本文由大学生电脑主页[ ] —大学生的百事通收集整理】●本课程教学的目的《外语教育学》是一门探讨英语教学规律的专业性教育学科，它的任务在于揭示英语教学过程的本质和规律，研究和探讨英语教学的路子、方法和技能，对学生进行专业思想教育。

通过该门课程的学习，学生应能增强对英语教学的认识，了解当代国内外语言学和应用语言学的最新理论，能将英语的教与学上升到理论去认识，用正确的理论知识去指导、评价和进行英语教学实践，并能根据中国英语教学的实际科学地进行制订教学计划、实施教学计划、评价教学效果诸方面的工作。

●学习方法指导1．采用任务型教学方法，既强调知识的学习与理解，有结合教学案例的示范和讨论加深理解。

2．结合学生的教学实际和已有经验，调动他们的积极性，请学生结合理论学习谈体会和认识。

3．布置小论文，进行交流和讨论，以利学生互相学习，共同提高。

4．将学生论文推荐给相关杂志，鼓励学生进行教学研究，理论联系实际的学习。

●本课程的重、难点1．在保证该课程教学的科学性和系统性的前提下，着重突出外语教育学的实用性。

有关本学科的基本概念、基本知识和基本技能，作为教学的重点，要求学生牢固掌握并熟练运用。

2．课堂讲授实行启发式，力求作到少而精，突出重点，讲清难点，并注意将学生分析问题和解决问题的能力放在重要位置。

3．难点是如何理论联系实际，要尽可能借助英语教学实际中的一些典型实例，深入浅出地阐明其基本思想，以开拓学生的思路，并积极引导学生将主要精力放在教学方法和理论的具体应用上。

●本课程教学基本内容及课时分配和教学环节安排第一章总论［教学目的］通过本章的教学，使学生明白学习英语教学法的必要性和重要性，以及英语教学法的性质、内容和作用，英语教学环境及简史，使学生对该课程有一个全面的认识。

计划4课时。

［教学内容］Chapter 1 General Introduction1.1. Background Knowledge of Language Teaching and Learning1.2. Context of Language Teaching and Learning1.3. A Brief History of ELT Methodology第二章外语学习理论［教学目的］通过本章的教学，使学生懂得学生是教学的主体，是内因，教学是一种双边活动。

价值工程0引言经过若干年大学英语改革，大学英语教学模式和评价模式更加多元化。

目前高校由于资源、教学条件和现实的局限，大学英语教学仍然存在一些较为共性的问题。

比如班型较大，学时较少，大学英语教师课后辅导时间相对有限，因此学生在课堂上很难达到教学要求的效果。

在对我校2009级学生入学第一学期进行的一项抽样问卷调查中，超过60%的学生对课堂教学的评价为“学时少，没有达到学习效果”和“课堂上没有足够的练习时间”。

而在调查中针对学生课后学习情况的问题的回答中，51.2%的学生课后英语学习时间“每周低于2小时”。

《大学英语教学要求》提倡采取网络加课堂的教学模式，其目的之一是促进学生个性化学习方法的形成和学生自主学习能力的发展。

新教学模式应能使学生选择适合自己需要的材料和方法进行学习，获得学习策略的指导，逐步提高其自主学习的能力。

据此我校对2009级学生在第二学期时启动了学生自主学习加课堂教学两种模式相结合的教学改革。

而教学评估是大学英语课程教学的一个重要环节。

全面、客观、科学、准确的评估体系对于实现教学目标至关重要。

为保证教学改革的效果，我们对学生的评价模式也采取了形成性评价的形式。

在实验的过程中采用了多样化的评估手段和形式跟踪及记录教学过程，以考察学生自主学习的效果和形成性评价对促进学生自主学习的作用。

1相关理论背景1.1关于自主学习自主学习的概念近年来备受国内外学者的关注，但是到目前还没有统一的定论。

Henri Holec 早在20世纪80年代已提出学习者自主的概念。

他认为自主学习是学习者管理自己学习的能力，自主的学习者能根据自己的情况确定学习目标、制订学习计划、选择学习方式、监控学习过程、监控学习计划的实施以及学习技能的运用和发展，学习者自主来自于学习者个人愿意承担学习责任的意愿。

Ryan （1991：210）将自主定义为“自我决定”或“自我调节”过程。

David little （2003）认为自主学习是一种能承担抉择责任的动机和信心，学习者具有独立选择的愿望和能力。

教育最重要的目标是教人们自我教育英语作文Education's paramount objective is to instill in individuals the ability to self-educate. This crucial aim transcends mere acquisition of knowledge or skills; it empowers learners to become lifelong learners, constantly seeking growth and improvement. The essence of education lies not merely in imparting information, but in equipping students with the tools to navigate an ever-evolving world, where adaptability and continuous learning are indispensable. Self-education enables individuals to take ownership of their intellectual journey, fostering autonomy, resilience, and a thirst for knowledge that extends far beyond the confines of formal schooling.Education’s supreme goal lies in cultivating the capacity for self-education within individuals. This overriding aim goes beyond the simple accumulation of knowledge or competencies; it capacitates learners to evolve into lifelong learners, ceaselessly pursuing advancement and betterment. The very core of education does not solely reside in transmitting information, but ratherin furnishing students with the means to negotiate a perpetually changing world, where adaptability and incessant learning are indispensable. Self-education empowers individuals to assume responsibility for their cognitive odyssey, nurturing independence, fortitude, and an insatiable appetite for knowledge that stretches well beyond the parameters of conventional education.Paragraph 2:In today's rapidly advancing society, knowledge is expanding at an unprecedented rate. Traditional classroom settings, though valuable, can only provide a fraction of the knowledge needed to thrive in various domains. Self-education, therefore, becomes crucial as it allows individuals to selectively acquire new information, update their understanding, and bridge any gaps in their knowledge base. It enables them to delve into specific interests or areas of expertise, fostering specialization and innovation. Moreover, the ability to self-educate equips individuals with the agility to respond effectively to changes in their personal lives, careers, or the broader societal landscape.In contemporary society characterized by swiftprogress, knowledge is proliferating at an unparalleled pace. Conventional classroom environments, albeit beneficial, can furnish only a minute portion of the knowledge essential for excelling across diverse fields. Hence, self-education assumes paramount importance as it permits individuals to discriminately assimilate novel information, refresh their comprehension, and rectify any lacunae in their knowledge repository. It empowers them to delve deeply into particular passions or areas of proficiency, spurring specialization and ingenuity. Furthermore, the aptitude for self-education endows individuals with the nimbleness to react efficiently to transformations in their individual lives, vocational trajectories, or the wider societal milieu.Paragraph 3:Self-education also fosters critical thinking and problem-solving skills, which are vital for success in any sphere. As individuals learn to independently seek, evaluate, and synthesize information from diverse sources, they develop a discerning mindset, capable of distinguishing fact from fiction, identifying biases, and making informed decisions. This cognitive autonomy notonly enhances their intellectual prowess but also contributes to their overall personal growth, promoting emotional intelligence, empathy, and ethical reasoning. By teaching people how to self-educate, education ensures that they are equipped with the mental toolkit necessary to navigate life's complexities and contribute positively to society.Self-education equally nurtures analytical thinking and issue-resolution capabilities, which are indispensable for accomplishment in every domain. As individuals hone the ability to autonomously seek out, assess, and integrate data from sundry sources, they cultivate a discriminating mindset, proficient in distinguishing truth from falsehood, pinpointing prejudices, and making judicious choices. Such cognitive self-sufficiency not only amplifies their intellectual might but also bolsters their overall personal maturation, fostering emotional astuteness, compassion, and moral reasoning. By instructing people on how to self-educate, education guarantees that they possess the cognitive apparatus required to traverse life’s intricacies and make constructive contributions to society.Paragraph 4:Lastly, fostering self-education is pivotal for nurturing a society of engaged and empowered citizens. In an era where misinformation abounds and civic discourse is often polarized, individuals who can self-educate are better equipped to engage in meaningful dialogue, critically assess information, and contribute constructively to public debates. They become active participants in shaping their communities, advocating for change, and holding institutions accountable. This democratic engagement, fueled by self-education, is vital for the healthy functioning and progress of any society.Finally, cultivating self-education is vital for breeding a community of committed and empowered denizens. In an epoch where disinformation prevails and civil discourse is frequently bifurcated, individuals proficient in self-education are more suitably prepared to partake in purposeful conversation, rigorously appraise information, and offer productive input to public deliberations. They metamorphose into proactive stakeholders in fashioning their neighborhoods, championing transformation, and holding establishmentsanswerable. This participatory democracy, energized by self-education, is indispensable for the robust functioning and advancement of any societal fabric.In conclusion, the most significant objective of education is to teach people how to self-educate. This transcendent goal empowers individuals to be autonomous learners, adaptive thinkers, and engaged citizens, equipped with the tools to navigate an ever-changing world, continuously expand their knowledge, and positively contribute to society. As we embrace the challenges and opportunities of the 21st century, fostering self-education must remain at the heart of our educational endeavors.To sum up, the paramount aim of education is to instruct people on the art of self-education. This overarching objective capacitates individuals to be self-reliant scholars, flexible intellects, and involved nationals, furnished with the means to steer through a perpetually shifting world, ceaselessly augment their erudition, and positively impact society. As we embrace the trials and prospects of the current millennium, nurturing self-education must remain central to our pedagogicalpursuits.。

天津成人高考专升本英语真题考试及答案详解一、选择题（每题1分，共5分）1. Which of the following words is correctly pronounced?A. Record [ˈrekɔːd]B. Library [ˈlaɪbrəri]C. Island [ˈaɪlənd]D. Wednesday [ˈwenzdeɪ]2. Choose the correct form of the verb in brackets.I _______ (be) a teacher for ten years.A. amB. isC. areD. was3. What is the past participle of "go"?A. WentB. GoneC. GoedD. Goning4. Which sentence is grammatically correct?A. She don't like coffee.B. He can sings very well.C. They goes to school bus.D. I have eaten breakfast.5. What is the opposite of "expensive"?A. CheapB. CostlyC. InexpensiveD. Pricey二、判断题（每题1分，共5分）2. "English" is a language, not a country. (True/False)3. "Romeo and Juliet" is a play written William Shakespeare. (True/False)4. The United States has 51 states. (True/False)5. "E" is the only vowel in the English alphabet.(True/False)三、填空题（每题1分，共5分）1. If I _______ (have) enough money, I would buy a new car.2. She _______ (be) very tired because she _______ (work) all day.3. The sun _______ (rise) in the east and _______ (set) in the west.4. I like _______ (watch) TV and _______ (listen) to music.5. He _______ (go) to the store and _______ (buy) some groceries.四、简答题（每题2分，共10分）1. What is the difference between "affect" and "effect"?2. Explain the use of "there" and "their" in a sentence.3. What is a reflexive pronoun? Give an example.4. How do you form the future simple tense?5. What is the difference between "advice" and "advise"?五、应用题（每题2分，共10分）2. Write a sentence using the past perfect tense.3. Identify the subject and verb in the following sentence: "The children are playing in the park."4. Convert the following sentence into a question: "She will go to the store tomorrow."六、分析题（每题5分，共10分）1. Analyze the following sentence: "The quick brown fox jumps over the lazy dog." Identify the adjectives, nouns, and verbs.2. Explain the difference between "its" and "it's" and give an example of each.七、实践操作题（每题5分，共10分）1. Write a short dialogue between two people meeting for the first time.2. Describe your favorite place in your hometown,including its location, what it looks like, and why it isyour favorite.八、专业设计题（每题2分，共10分）1. Design a curriculum for an intermediate English course, including the main objectives, materials, and assessment methods.2. Create a lesson plan for teaching the present perfect tense to beginners, including warmup, presentation, practice, and production activities.4. Plan a speaking activity to help students practice giving opinions, including the topic, preparation, and implementation steps.5. Design a writing assignment for advanced students onthe topic of environmental protection, including the task, guidelines, and evaluation criteria.九、概念解释题（每题2分，共10分）1. Explain the concept of "phrasal verbs" and provide examples.2. Define "conditionals" in English grammar and give examples of each type.3. Describe the difference between "countable" and "uncountable" nouns.4. Explain the use of " Reported speech" in English and provide examples.5. Define "collocation" and explain its importance in language learning.十、思考题（每题2分，共10分）1. How can technology be effectively integrated into English language teaching?2. What are the advantages and disadvantages of using authentic materials in the classroom?3. How can teachers promote learner autonomy in English language learning?4. What is the role of pronunciation in language learning and teaching?5. How can teachers cater to different learning styles in the English language classroom?十一、社会扩展题（每题3分，共15分）1. Discuss the impact of globalization on the English language and its teaching.3. Explore the challenges faced English language learners in a multilingual society.4. Analyze the role of English in the workplace and its importance for professional development.5. Discuss the benefits and challenges of teaching English as a foreign language in nonEnglish speaking countries.一、选择题答案1. A2. D3. B4. D5. A二、判断题答案1. True2. True3. True4. False5. False三、填空题答案1. had2. was, has worked3. rises, sets4. watching, listening5. went, bought四、简答题答案2. "There" is used to indicate the presence of somethingor someone, while "their" is a possessive pronoun used to indicate ownership.3. A reflexive pronoun is used when the subject of a sentence is also the object of the verb. Example: "I can see myself in the mirror."4. The future simple tense is formed using "will" or "shall" followed the base form of the verb. Example: "I will go to the store tomorrow."五、应用题答案1. The dog is eating the apple.2. I had finished my homework before dinner.3. Subject: The children, Verb: are playing4. Will she go to the store tomorrow?六、分析题答案1. Adjectives: quick, brown, lazy. Nouns: fox, dog. Verbs: jumps, over, is.2. "Its" is a possessive pronoun used to indicate ownership. Example: "The cat licked its paw." "It's" is a contraction of "it is" or "it has." Example: "It's raining outside."七、实践操作题答案1. Short dialogue:Person A: Hi, my name is Alex. Nice to meet you.Person B: Hi, Alex. I'm Sarah. Nice to meet you too.2. Favorite place: My favorite place in my hometown isthe central park. It is located in the heart of the city and has beautiful gardens, a lake, and walking paths. I love togo there to relax, enjoy the scenery, and meet up with friends.一、选择题：本题型主要考察学生对英语基础知识点的掌握，包括词汇、语法、发音等。

新编实用英语第五版教师用书The New Practical English Fifth Edition Teacher's Book is a valuable resource for English language educators. It provides teachers with comprehensive guidance on how to effectively teach English language skills to students. This book covers a wide range of topics, including grammar, vocabulary, listening, speaking, reading, and writing.新编实用英语第五版教师用书是英语语言教育者的宝贵资源。

它为教师提供了全面指导，教授学生如何有效地学习英语语言技能。

这本书涵盖了广泛的主题，包括语法、词汇、听力、口语、阅读和写作。

One of the strengths of the New Practical English Fifth Edition Teacher's Book is its practical approach to teaching English. The book offers a variety of lesson plans and activities that help teachers engage students in meaningful language learning experiences. These resources can be easily adapted to suit the needs of different classrooms and learners.新编实用英语第五版教师用书的一个优点是其实践性的教学方法。

外语学院往届本科毕业论文选题汇总表2000级毕业论文选题(169题)1.Cultural Connotation of Words and Their Translation2.On Translation of Tourist Material3.Domestication and Foreignization on Literary Translation4.Translation as a Language Teaching Technique5.On the Translation of Kinship Terms in A Dream of Red Mansion in the Cultural Perspective6.Translation of Proverbs That Have Cultural Connotation7.The Rhetoric Characteristic of English Advertisement and its Translation Methods 8.On Application of Presentation of Lesson Plan in English Teaching and Its Significance9.The Application of the Body Language inForeign Language Teaching10.The Linguistic Characteristics of Advertising English11.On the Combination of the Theory and Practice in Presentation of Teaching Plan 12. A Talk on Social and Cultural Connotation between Chinese and English V ocabulary13.An Effective Way of Rapid Command of Journalistic English in Listening14.Characteristics of Newspaper English15.Improvement in Listening Ability for English Majors16.Improvement in Speaking Ability for English Majors17.Structural and Lexical Characteristics of News18.Lexical of Journalistic English19.Improvement in Listening Ability for English Majors20.Improvement in Speaking Ability for English Majors21.Improvement in Listening Ability for English Majors22.Improvement in Speaking Ability for English Majorsparison of Vocabulary, Morphology and Usage Between British English and American English24.The Theories and Methods of the Translation of Movie Names25.Pragmatics and Translation26.An Analysis of the Implying Feminism in Jane Eyre27.The Characteristics of EMMA28. A Comparative Study of English and Chinese Proverbs29.Advanced Modern Woman ---Ursula –Character Analysis of the Rainbow30.The Characteristic of Jane Eyre31.An Analysis of the theme of Vanity Fair32.Narrative Feature in Dickens’ Works33.EA T OR BE EA TEN --an Analysis of the Significance of THE CALL OF THE WILD34.The Women’s Consciousness in Pride and Prejudice35.Translation of Idiom with Numbers Through Culture Difference36.On English Structural Ambiguity37.The Application of Group Learning in English Teaching38.How to Present New English Vocabulary in Classroom39.Attention—the Main Factor Affecting English Classroom Teaching40.The Function of Teachers’Feedback in English Composition41.On the Comprehensive Quality of Foreign Language Teachers42.Teachers ---the Main Factor Affecting English Classroom Teaching43.On the Cultural Connotation of English Proverbs44.The Learning Strategies of Good Language Learner45.The Task-based Approach in EnglishV ocabulary Teaching46.Affective Factor Affecting English Classroom Teaching47.The Study on the Combination of Modern Educational Technology and Task-based Foreign Language Learning48.The Misconceptions of Communicative English Teaching in Middle School49.Making Students Learning on Their Own Initiative50.On the Subtlety and Restraint that Mark Emily Dickinson’s Poem51.Analysis the Characters of Elizabeth Bennet52.On the Poetic Features of Leaves of Grass53.Henry’s Realist Writing and His Ending Art54.On O.Henry’s Ending Art55.An Analysis on the Characters of Great Expectationsparison Between Poems by Dickinson and Those by Li Qingzhaoplexity and Profundity of Humanity--On the Characterization in Wuthering Heights58.Tomorrow is Another Day —Analysis on the Character of Protagonist of ―Gone with the Wind‖ by Margaret Mitchell59.Tess, a Victim of False and Confused Concepts of the Time60.An Initial Probe into the Tragic Meaning of Hamlet61.Introduction to Cultural Connotation in English Vocabulary Teaching62.Song of Myself—Embodiment of American Spirit63.Translation of Names and Cross-cultural Communication64.On Surname of English and Chinese65.The Conversion of Chinese and English Cultural Values in Dating Advertisements 66.Preliminary Study on the Culture of English and Chinese Names67.Across-cultural Contrastive Study ofEnglish and Chinese Metaphor68.Politeness in Stores69.How to Use EFL Resources70.The Principles and Skills of Translations of Business Advertisement71.Stylistic Features and Translation of Advertisement72.Promoting Learner Autonomy in the EFL Classroom73.Application of Multimedia in English Teaching74.Task-based Learning in English Language Teaching75.The Characteristics and Translation of Advertising Language76.The Internet and English Teaching77.The Features of News’ Headlines Subtitle: The Distinctive Features of Headlines in Journalistic English78.Application of Multimedia Computer in English Language Teaching79.The Teaching Strategy in English Reading80.Pragmatic Failures in Daily Conversation of Interculture81.The Differences between Chinese and English Body Language82.Cultural and Pragmatic Differences between Chinese and English in Intercultural Communication83.How to Shift Student from Passive to Initiative in English Class84.Application of Decode Theory in Listening Comprehension85. A Study of the Theory of Second Language Acquisition Applied in Bilingual Education in China86.Individualism in USA and China87.On Improving English Communicative Ability88.English Reading and Culture89.Influences of Cultural Differences on Oral English Learning90.The Necessity of the English Testing Reform91.Cultural Connotations of Color Words in English and Chinese92.On Improving Student’s Oral English93.Discussing the Study of English Phonetics94.Oral English Learning Environment95.Paul and Miriam’s Love Tragedy96.Analyses on Heathcliff’s and Catherine’s Character Images from the Stylistic Angle97.Morality in ―Lady Chatterley’s Lover‖98.Polarized Love and Man-Woman Relationship Probe into Lawrence’s Viewpoint on Love99.Regulated Hatred in the Work of Jane Austen100.Morality in Lawrence’s Novels101.The Comment on Tess’ Character and Her Tragic Life102.An Analysis of Jane Eyre’s Personality 103.Greece Mythology Was Used in Keats’Poems104.Cultural Differences of Words for Color in English/Chinese105.Differences in Exchanging Language between English and Chinese Culture 106.Friendship in an Intercultural Communication107.Analysis of the Communicative Usage of the Color Words in View of the Sino-British Cultural Differences108.Meaning of Words, Vocabulary and Cross-Cultural Communication109.The Skills at Translating English into Chinese110.Cultural Differences in Time Values —the Influences in Intercultural Communication 111.The English Onomatopoeia and Its Rhetorical Effects112.A Study of Middle School Listening Teaching by Multimedia113.A Study of Prediction in Listening Comprehension114.On Metaphor of Emotions115.Metaphor of Love116.A study In Metaphor of ―Anger‖117.A Contrastive Study of the Use of Color Words in English and Chinese118.Brand-name Translation from English to Chinese and Consumer’s Psychology 119.How to Improve Quality of Interpreting 120.On Translation of Packing for Commodity121.Cultural Influence on the Translation of Trademarks122.Contrastive Study Between the Cultural Connotation of Animal Words in English and Chinese123.On the Translating Strategies of Film Titles124.The Comparative Study on the Translation of English Movie Titles in Hong Kong, Taiwan and Mainlandment on the Translation of English Film126.Theories and Methods on the Movie Title Translation127.Talking about the Methods andTechniques of the English-Chinese Film Title Translation128.The Study on Taboo and Euphemism 129.The Moniker of Euphemism130.On the Influence of Language Testing on Language Teaching131.On Testing Suitable for Task-based Language Teaching Method132.An Analysis of the Failure of Language Teaching and the Countermeasures133.On Testing Suitable for Task-based Language Teaching Method134.On Testing Suitable for Task-Based Language Teaching Method135.On the Influence of Examination-oriented Education to the Development of Student’s Language Performance136.The Modes of ET (Educational Technologies) --Based Foreign Language Teaching137.Misuse & Misconceive of the Conformity of Modern Information Technology intoEnglish Teaching138.Something about the Application of the Chat Room in English Teaching139.Teacher s’Roles in Web-Based Foreign Language Teaching140.Primary School English Education with Internet Technology141.Teacher’s Role in Web-based Foreign Language Teaching142.The Modes of ET (Educational Technologies) –Based Foreign Language Teaching143.On the Information Literacy of English Learners in Web based Learning Environments144.The Application of Chatting Room in English Learning145.Strategies of English Language Learning on Internet146.The Application of Cyber Culture to College English Teaching147.Internet English Resources Information &Retrieval148.Conformity of Modern Information Technologies into English Teaching149.The Bottleneck Factors in English Pronunciation150.On Color Culture and Chinese—English Color Words151.The Differences between English & Chinese Idioms in Senses152.On the Similarities of Rhetorical figures Between English and Chinese153.The Cultural Differences and the Obtrusion of Translation154.On Cultivating the Compound Talents of English Majors155.On Mark Twain's Novels (theme)156.Saint, Snob or Somewhere In Between----Holden in The Catcher In The Rye157.Understanding Mark Twain’s Realism Through The Adventure of Huckleberry Finn158.The Striving and Affection of Julien in ―The Red and the Black‖159.Analysis of Personalities of Tom Sawyer and Huckleberry Finn160.Strategies to Solve the Vocabulary Teaching Problems161.Chinese Sense in Teaching of English Tense162.How to Broaden One’s Vocabulary 163.On Ways of Improving Students’ Abilities to Remember Vocabulary164.Teaching of English Grammar165.How to Broaden University Students’V ocabulary166.Teaching of English Text167.How to Identify Metonymy and Synecdoche168.The Application of Communicative Approach for English Teaching169.How to Improve English Listening Comprehension with Predication2001级毕业论文选题(197题)1.任务型教学模式下的评价体系2.中英学术性个人主页标题语言研究3.论基于网络的大学英语学习环境4.教师用语的基本要求5.学习策略与学习者策略6.信息时代高校英语学习者信息素养研究7.基于E-mail和E-file 的大学英语写作模式研究8.关于归化与异化的思考9.中西文化差异与广告资料翻译10.文学翻译中的文化因素11.翻译学的建设：传统的定位与选择12.文化研究语境下的翻译研究13.E-Learning与高校大学英语教学改革14.广告翻译的特点与方法15.哲学领域：解构主义对翻译研究的影响16.网络英语广告语言的语用策略研究17.高校校园网络文化建设之我见18.论网络英语广告的文体特征19.自主学习中的学习策略20.公益性中英文网络广告语言对比研究21.中西方译论比较22.基于Blog的虚拟学习环境与大学教学改革23.英语口语教学的语言环境24.形成性评估在中学英语任务型教学中的运用25.英语口语如何学26.网络英语广告语言的修饰策略研究27.基于E-file的英语写长法教学研究28.写长法作文教学与二语习得理论在实践中的应用29.主观试题和客观试题的互补30.E-Learning与高校大学英语教学改革31.英汉姓名对比32.听力障碍及对策33.培根“Of Love”的修辞特色34.英语口语教学方法研究35.信息时代英语教师的角色与地位36.基于体裁教学法的中学英语写作教学37.英汉数字禁忌比较38.英汉商业广告词修辞手法对比39.计算机辅助外语教学的理论与实践40.《还乡》中火的象征意义41.英语语音与英语口语的关系42.英语教学资源的开发与利用43.体裁分析在专业英语阅读教学中的应用44.体裁教学法与高校英语专业学习45.英汉谚语蕴涵的思想道德观46.关于英语听力课堂教学设计47.中西方饮食文化比较48.外语教学中的跨文化交际意识的培养49.影响听力理解的因素50.认知主义与计算机辅助外语教学51.商务英语翻译与文体研究52.简.奥斯丁小说中的灰姑娘主题53.微型小说结构技巧分析54.英语单词的特殊用法55.网络辅助英语教学56.体裁教学法与大学英语写作教学改革57.体裁教学法与专四英语写作58.多媒体在英语教学中的运用59.英语单词教学探析60.英语广告中双关语的种类及翻译61.英语语音教学研究62.美国英语与英国英语歧义谈63.在语境中培养学生的听力预测能力64.从《苔丝》看哈代的创作思想65.惠特曼诗作风格分析66.英汉语颜色词的文化异同67.民族文化心理因素对英汉语词汇感情色彩的影响68.翻译中的文化差异69.谈英语书名的汉译70.词语的文化内涵与翻译71.如何提高八级阅读理解能力72.英语的艺术性教学73.简爱，19世纪崭新的理想女性形象74.良好英语学习习惯及其培养75.《草叶集》与美国精神76.狄金森诗作的魅力因素探讨77.任务型教学模式在英语课堂中的有效运用78.英汉同义词对比研究79.文化交流与翻译80.论交际教学法与教师角色的转变81.活跃英语课堂教学的有效方法82.现代汉语中英语外来词译名翻译83.速学英语的理论与方法84.英语委婉语的语用功能和文化内涵85.词义与文化86.狄金森诗作主题与意象研究87.论专业英语四八级听力88.论翻译中的文化差异及习惯表达法89.非母语课堂的英语学习动机90.初中英语教学的课堂设计与实施91.姓名的翻译与跨文化交际92.关于有效改进英语口语的系统方法的见解93.课程改革与观念转变的关系94.谈外部因素对课程改革实施的影响95.图式理论与听力理解96.交际法在英语语法教学中的应用97.论《呼啸山庄》的艺术魅力98.英美现当代文学中的女性主义思潮99.英语新闻报道中的流行语100.论英美文学课程的功能与策略101.影响听力理解的非语言因素102.课标改革与考核体系的关系103.互动式学习与讲授法教学的比较104.中西戏剧舞台艺术比较105.常用英语新闻术语分析106.论《蝇王》中的人性观107.从图式理论看听力理解与背景知识的关系108.现时英语新闻的结构特点109.大学生如何通过网络学习英语110.英语新闻标题的理解与翻译111.英语歌曲与英语教学112.语言实验室的情感学习113.论《查特莱夫人的情人》中的情爱观114.谈动机因素爱英语教学中的作用115.新课标对教学理念的影响116.英美现当代文学中的后代主义思潮117.文化差异对听力理解的影响118.怎样指导中学生写英语作文119.新课标实施中教师的角色120.外语专业学生科研意识与能力之培养121.伊丽莎白时期的英国戏剧主题分析122.从图式理论看听力理解与社会文化的关系123.晚清小说的社会影响124.林语堂翻译思想研究125.钱仲书翻译思想研究126.口译与跨文化意识127.语言与广告128.严复翻译理论研究129.语言能力与交际能力的关系与转化130.商务英语翻译在商务洽谈中的应用131.谈英语阅读多项选择题的编写技巧132.商标翻译与文化差异探讨133.口译特点与口译教学134.英汉动物习语比喻形象的文化差异135.从心理学角度探讨少儿英语教学136.英语教学中的英汉文化对比137.成功兴趣原理在英语教学中的运用138.习语翻译与文化差异探讨139.异化还是归化140.如何提高中学生的英语写作水平141.如何在英语阅读中扩大学生词汇量142.如何提高中学生的听力水平143.英语委婉语的交际功能144.中学生英语学习主动性的培养145.翻译法在外语教学中的地位146.英语歧义现象的归类与探析147.英语课堂中不同的课文解释148.如何在英语教学中扩大学生知识面149.本族语对学生学习英语的负面影响及其对策150.英汉基本颜色词文化寓意对比151.交际教学法的利弊谈152.翻译与性别153.中学生英语学习主动性的培养154.中西文学作品的译文比较155.英汉语言文化内涵对比浅析156.英汉语言文化内涵对比浅析--禁忌语，身势语157.海明威作品塑造的硬汉精神158.合同翻译（国际航运方向159.体育新闻术语分析160.活动教学法在小学英语教学中的应用实践161.当代西方电影的文化特征162.浅谈《理智与情感》163.提高英语阅读能力的方法164.试论英语专业四级写作技巧165.论文化背景与英语阅读理解的关系166.物理学翻译特点167.广告英语的特点及其翻译168.浅谈英语教师素质169.文化因素对英语翻译的影响170.小议英汉习语翻译中的文化差异171.浅谈利用新课标教材激发学生英语学习兴趣172.如何转换英语学习中的差生173.英语测试改革的必要性174.从英语词汇中看中英文化的差异175.英语人名的意义176.如何撰写商务计划书177.如何提高初中生的英语兴趣178.体态语在英语教学中的运用179.宗教文化对中英语言差异的影响180.翻译中的归化与异化现象181.文化与英语教学的关系182.英语情趣教学183.初中生英语学习心理训练的研究184.情景法在英语教学中的运用185.商业广告186.如何提高口译能力187.英语新闻的特点188.浅谈跨文化交际能力的培养189.海明威与菲茨杰拉德——两位“迷惘的一代”作家对比研究190.中学课堂交际法运用191.网络辅助英语教学192.英语词汇学习策略193.电影片名翻译194.口译翻译初探195.中国重点高校主页英文版建设现状调查196.语言水平与听力理解的关系197.应试教育对英语教学的影响2002级毕业论文选题(134题)1.基于多媒体技术的英语听力教学2.《傲慢与偏见》中的女性形象研究3.海明威式的英雄与拜伦式英雄4.广告语汉译的跨文化意识5.中国迪士尼，传统，新潮？6.英文电影在文化传播中的功用7.在英语教学中开发学生的非智力因素8.英语教学中处理英汉文化差异的对策9.中学英语教学中的阅读教学模式探讨10.计算机辅助英语教学环境下二语习得研究11.《自我之歌》的内涵浅析12.《苔丝》女主角自身悲剧研究13.从《老人与海》看海明威的人生哲学14.影响英语学习自主性的主要因素15.试论跨文化交际和教学策略中的问题16.Towards Portfolio: A New Approach for Assessment17.任务型教学模式的利弊18.手势语认知与跨文化交际19.行为举止认知与跨文化交际20.根据跨文化交际礼貌原则调节我们的行为举止21.从文化差异看英汉颜色词22.商标翻译的文化因素23.商务英语写作的文体风格24.商标名称的美学特征及其翻译25.中学情感教学26.英语委婉语的语言特点与跨文化交际27.中学英语课堂中的教学互动28.文化差异与翻译29.预测能力与听力理解30.图式理论与英语新闻听力理解31.怎样提高中学生阅读技能32.称赞语的中西文化对比研究33.汉英动物词语的文化内涵34.英汉动物习语比喻形象的文化差异35.英汉语基本颜色词的文化意义对比36.英语习语的特点及其翻译37.论法律英语的模糊性38.英语影视片名的翻译技巧39.论英文影片片名翻译原则40.美国俚语的语义与语境分析41.交际中的身体语言与文化42.中学新教材呈现环节研究43.科技英语新闻句子用法及其翻译44.外交文书的用法和外交翻译45.网络辅助教学在中学英语课堂中的合理应用46.英语教学资源的开发与利用47.中西自然神话比较48.惠特曼诗作风格分析49.华兹华斯与陶渊明田园诗的对比研究50.从《老人与海》看海明威的人生哲学51.教师在当代大学生心目中的地位52.英语教学无定法---各种教学法的优势互补53.中学英语教学法论54.文化差异对听力理解的影响55.有关动物的中国成语英译56.希思克厉夫的复仇之路57.从哈姆雷特的犹豫看人性的弱点58.哈姆雷特人物形象的分析59.服饰搭配与跨文化交际60.广告忠实问题带来的危机61.谈商贸英语翻译的原则62.文化研究语境下的译学研究取向63.新闻英语中模糊语研究64.英语词汇中一词多义的隐喻现象及其逻辑模式65.英语阅读中的内涵与外量问题研究66.论网络虚拟环境下外语学习者的语言输入67.互联网资源在任务型高中英语教学中的应用68.多媒体英语教学的利与弊69.英语专业教学技能训练研究70.误解形成的社会心理根源71.英语开始语的模式及应用策略72.英汉语颜色词的文化异同73.交际教学法的利弊74.非语言表达和英语课堂教学75.英语教学测试与学生自主学习76.英语课堂中的教学互动77.从狭义的角度看影响英语学习的非智力因素78.中英文化中“请求”言语的比较79.迪士尼卡通电影与外语教学80.初中英语教学中的口语教学模式探讨81.任务型教学应用于农村英语教育的适应性82.多媒体在中学英语教学中的运用83.《简爱》中的女性形象研究84.从性别观看苔丝的悲剧85.The influence of cultural differences on listening comprehension86.图式理论在词汇习得中的应用87.New Textbooks, Old Teaching Strategies?---- A Glance at the FLT in High Schools88.Reflections on the Practice of TBLT89.浅析哈代《还乡》中对荒原的背景描写90.长腿叔叔的人物形象分析91.运用―预测‖方法提高英语听力92.影响英语听力理解的因素分析93.英语听力课中的文化导入94.非语言因素对听力理解的影响95.圣地亚哥精神上的胜利—对《老人与海》中不同角色的解析96.<飘>中女主人公性格特点及其时代背景分析97.论海明威笔下的硬汉形象98.互评作用在外语教学中的作用99.学生喜欢何种评改方法调查报告100.如何提高初中生英语学习动机101.论中国大学生在会话中的语码混用现象研究102.排比手法在罗斯福总统和杜鲁门总统就职演说中的应用103.禽流感给人类带来的思考104.谈英语书名汉译105.中国菜谱英译方法与技巧106.从跨文化的角度研究广告翻译107.中学英语教学中的写作教学模式探讨108.信息转化活动在英语阅读教学中的应用109.中学英语教学中的听力教学模式探讨110.英语灾难类新闻惯用短语及其翻译111.封建制度下的男权主义及其渐结构112.从《老人与海》看海明威对生命意义的探索113.新课标下初中英语教法分析114.英语委婉语的语言特点及文化内涵115.关于交际策略和跨文化交际能力的研究116.互动式教学在培养学生自主学习能力的作用117.老师评改学生作文的可信度调查报告118.论英语教学中的讲授型教学与合作学习型教学119.委婉语中的隐喻机制120.Thoughts on the Practice of TBL T121.Essential Elements in Designing a Communicative Task in EFL Classroom 122.从莎士比亚到哈姆雷特到哈姆雷特的复仇123.商务领域中的跨文化交际124.狄更斯语言模糊性及其艺术效果125.跨文化交际中礼貌原则126.文化差异在商务谈判中的反映127.从狗的中英习语看文化习性128.英语学习中的俚语现象探索129.《20年后》文体分析130.文化研究语境下的译学研究取向131.英语习语的文化差异及其翻译132.文化差异与跨文化交际133.中国大学生英语运用错误调查研究134.跨文化在身体语言体现2003级毕业论文选题(97题)1. 浅谈旅游广告宣传品的英译2.网络机辅助英语教学环境下学生情感因素的培养3.英语听力中的语音障碍问题.4.论网络资源在英语国家国情课程教学中的作用5.流行文化对英语语言的影响6.中西文化中非语言交际的差异7.论英汉社交文化对比8.乐昌市中学英语教学师生关系的调查报告9.英汉语篇差异与翻译10.认知、词义与翻译11.跨文化视野中的异化与归化翻译12.狄更斯作品中的女性角色研究13.华兹华斯与陶渊明的自然观之比较14.《罗米欧与朱丽叶》与《柳荫记》中的人物形象比较研究15.杰克·伦敦作品中超人理念的变迁研究16.英语书名汉译基本技巧17.谈<<水浒传>>中骂的翻译18.含有数字“一”的汉英习语的隐含意义比较19.英汉广告双关语的修辞功能20.中学生在汉语环境下学习外语的心态调查21.从《傲慢与偏见》看简。

Learner Autonomy and Learning Strategies in EFL LearningAbstract:Autonomy is one of the goals of EFL teaching. And strategy training is an important approach to developing autonomy. This paper briefly reviews the theories and researches on learning strategies, including the definitions, classifications of the learning strategies, and how to prepare for and implement strategy training.Key words:autonomy learning strategy strategy trainingⅠAutonomy in language learningThe research on autonomy has long been conducted in various fields like psychology, education reform, and political philosophy etc. Modern research and practice on autonomy in the field of language education began with the establishment of Centre de Recherches et d’Applications en Langues (CRAPEL) at the University of Nancy, France, which aimed initially to advocate lifelong learning for adults. Holec (1981: 3), a leading figure within this field, defines autonomy as the ability to take charge of one’s own learning. Focusing on the characteristics of autonomous language learners, Gardner and Miller define autonomous language learners as those whoinitiate the planning and implementation of their own learning program’ (Gardner and Miller 1999: 6). Phil Benson (2001: 47) states that autonomy is a multidimensional capacity that will take different forms for different individuals, and even for the same individual in different contexts or at different times. Nevertheless, the key ide a emerging from these definitions is learner’s control over the whole learning process. As an attribute and capacity of the learner, autonomy is not only reflected in learning behaviors, but also represents learners’ belief of independence. They should be freed from the complete dependence on teachers and educational institutions. They need to develop the capacity of making decisions and taking actions concerning language learning. To reach the goal of autonomy, they need to be provided with the knowledge and the opportunities of practices on how to learn, how to exercise self-control, and how to develop their learning potentials.ⅡLearning strategies1. DefinitionsVarious approaches have been adopted and researched to foster learner autonomy and help learners become better language learners. Benson (2001) makes a summary of approaches to the development of autonomy including resource, technology, learner, classroom, curriculum and teacher-based approaches. Learner-based approaches focus directly on the production of behavioral and psychological changes that will enablelearners to take greater control over their learning (Benson, 2001: 142).They mainly consist of learning strategies and strategy training. Wenden (1991) researches the relationship between learning strategies and autonomy. He believes that learners who have acquired the learning strategies, the knowledge about learning, and the attitudes that enable them to use these skills and knowledge confidently, flexibly, appropriately and independently of a teacher, are autonomous (Wenden, 1991: 15).Researchers have defined learner strategy from different perspectives. For example Oxford (1990: 8) defines learning strategies as specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more transferable to new situations. Her definition focuses on the outcomes of learning p rocess. Willing’s (1988:7) definitions centers on specific procedures, stating that learning strategy is a specific mental procedure for gathering, processing, associating, categorizing, rehearsing and retrieving information of patterned skills. Cohen (1990: 5) defines learning strategies as learning processes which are consciously selected by the learner, drawing attention to the learner’s choice in learning process. The common characteristic of different ways of defining learner strategy is that the higher efficiency of language learning and using process is emphasized.2.Classifications of learning strategiesIn terms of strategy classification, since researchers have different understandings of language learning process, different schemes have been proposed. O’malley and Chamot (1985) first divided learning strategies into three categories of metacognitive, cognitive, and social. This classification has been widely adopted by other researchers such as Oxford(1990) and Cohen (1998).Metacognitive strategies mainly concern the knowledge about learning, for example how to make plans, set and adjust learning goals, monitor language input and output process, and evaluate and reflect on learning performance.Cognitive strategies are adopted by learners to deal with specific learning activities, which include how to identify, retain, retrieve and use the necessary language material (e.g. concentrating on learning tasks, guessing the meaning of unfamiliar word by way of context, using visual imagery for better understanding of language material, and using inductive and deductive reasoning).Affective strategies will help learners view themselves positively. With these strategies, learners can regulate their emotions, motivations, and attitudes. They can as well reduce anxiety and become self-encouraged. (e.g. building confidence in learning a foreign language, avoiding shyness and anxiety in learning process, and offering help to other learners).Social strategies help learners manage the relationship with other learners,teachers and native speakers (e.g. asking for clarification and verification, cooperating with other learners, and developing awareness of cultural differences).Cohen and Weaver (2006: 33-34) present classifications of strategies by goal, skills, and function. From the perspective of goal, they hold that strategies fall into groups of language learning strategies and language use strategies. In the former group, there can be a range of strategies like identifying, distinguishing, grouping the language material, practicing material through participation in classroom activities and homework, and committing the material to memory. In the latter group, there are four subsets: retrieval strategies are the conscious processes that learners use to call up language material from storage; rehearsal strategies are conscious processes for practicing target language structures before using them; communication strategies are conscious processes used by learners to convey a message that is both meaningful and informative for the listener or reader when they don’t have all the language they need; covert strategies are conscious processes that learners use to create an appearance of language ability so as not to look unprepared, foolish, or even stupid.●s trategies which are easy to understand and practice;●strategies which have already been used by the students but to a limited extent and with a low frequency;●strategies which can be extensively used in acquiring knowledge and skills;●strategies closelyrelated to the students’learning tasks and goals;And since the ultimate goal of strategy training is to empower students by allowing them to take control of the language learning process (Cohen, 1998:70), students need to be encouraged to select their own strategies that they believe to be beneficial to their language learning.ⅣConducting strategy trainingVarious approaches have been taken to conduct strategy training, among which no single one has been proved to be the best since different approaches are designed to fit into different contexts. Cohen reviews the options for providing strategy training, which include: general study-skills training which is separate from the language course, awareness training both through lectures and through workshops, peer tutoring, the insertion of strategy discussions directly into the textbooks, videotaped mini-courses, and strategies-based instruction in which strategy training is fully integrated into the language curriculum under the guidance of the teacher (Cohen, 1998: 74).O’Malley and Chamot (1990: 152) talk about the divergence of researchers’opinions on how to implement strategy instruction. Some favor separate instruction in that strategies are generalizable to many contexts and students will learn strategies better if they focus on developing strategic processing skills instead of trying to learn content at the same time. While people who favor integrated instruction believe that practicing strategies on authentic academic and language tasks can facilitates the transfer of strategies to similar tasks encountered in other classes. Similarly researchers’ opinions vary as to carrying out direct or embedded strategy instruction. In direct instruction, students are informed of the value and purpose of strategy training, whereas in embedded instruction, students are presented with activities and materials structured to elicit the use of the strategies being taught but are not informed of the reasons why this approach to learning is being practiced (O’Malle y and Chamot, 1990: 153). The studies concerning the two contradictory ways of strategy instruction reveal that direct instruction works better in helping students become autonomous learners. Thus many researchers prefer direct instruction to embedded one (O’Malley and Chamot, 1990: 154)Cohen (1998: 70) uses the term explicit strategy training to refer to the way of directly informing the students of the value, purpose and rationale of learning strategies. And he introduces three explicit approaches to strategy training, one of which was proposed by Oxford et al. (1990). The sequence of this approach can be briefly expressed as the following:1.ask learners to do a language activity without any strategy training;2.have them discuss how they did it and how the strategies they adopted may have facilitated their learning process;3.introduce new strategies and inform students of the rationale for strategy use. Learners are encouraged to include new strategies into their learning repertoires;4.allow students time to practice the new strategies with language tasks;5.show students how to transfer the strategies to other tasks;6.provide students practice to use the strategies with new tasks and allow them to make choice about the strategies they will use to complete the task;7.help students understand how to evaluate the success of their strategy use.Other researchers have also proposed their approaches emphasizing explicit training (Pearson and Dole, 1987; Chamot and O’Malley, 1994; Jones et al, 1987; Hosenfeld et al, 1981) What is common in the structures of these approaches is the similar sequence of conducting strategy training. In all of these approaches, the use, value, and rationale of the strategy are emphasized. Besides, students have theopportunity to practice the new strategies and learn how to transfer them to other learning tasks. And they also learn how to monitor their performance and evaluate the strategies.ⅤConclusionThe goal of researching learning strategies and conducting strategy training is to help students have better language learning performances and become autonomous language learners. To achieve such a goal, the strategies that so far have been identified need to be adapted to meet the needs of the specific groups of students. And the most suitable way of conducting strategy training for a given group of students needs to be discovered by combining the advantages of alternative ways and with accor dance to the specific learners’ needs and context features.References:[1]Benson.The philosophy and politics of learner autonomy’ In P. Benson and P. V oller (eds) Autonomy and Independence in Language Learning. London: Longman, 1997.[2]Benson. Teaching and Researching Autonomy in Language Learning. Pearson Education Limited, 2001.[3]Cohen. Language Learning: insights for learners, teachers, and researchers. Newbury House / Harper & Row, 1990.[4]Cohen. Strategies in Learning and Using a Second Language. Addison Wesley Longman Limited, 1998.[5]Cohen and Weaver. Styles- and Strategies-Based Instruction: A Teachers’ Guide. Beijing: Foreign Languages Teaching and Research Press, 2006.[6]Gardner and Miller. Establishing Self-Access: From Theory to Practice. Cambridge: Cambridge University Press, 1999.[7]O’Malley and Chamot. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press, 1990.[8] Rowley, Mass. Language Learning Strategies: what every teacher should know. Newbury House, 1990.[9]Wenden. Learner Strategies for Learner Autonomy. London: Prentice Hall International, 1991.[10]程晓堂,郑敏.英语学习策略.北京:外语教学与研究出版社,2002.。

学校工作总结标题大全1. "Reflecting on a Year of Growth: A Comprehensive School Work Summary"2. "Driving Change and Innovation: A School Work Summary"3. "Achieving Excellence Together: A School Work Summary"4. "Embracing Challenges, Celebrating Success: A School Work Summary"5. "Empowering Students, Inspiring Teachers: A School Work Summary"6. "Transforming Education: A School Work Summary"7. "Building Stronger Communities: A School Work Summary"8. "Collaboration and Education: A School Work Summary"9. "Enriching Minds, Shaping Futures: A School Work Summary"10. "Promoting Inclusivity and Diversity: A School Work Summary"11. "Educating for the Future: A School Work Summary"12. "Nurturing Creativity, Fostering Growth: A School Work Summary"13. "Leading Change, Inspiring Education: A School Work Summary"14. "Adapting to a Digital Era: A School Work Summary"15. "Creating a Culture of Continuous Learning: A School Work Summary"16. "Creating a Safe and Inclusive Learning Environment: A School Work Summary"17. "Innovative Practices in Education: A School Work Summary"18. "Developing 21st Century Skills: A School Work Summary"19. "Promoting Student Engagement and Well-being: A School Work Summary"20. "Fostering a Love for Learning: A School Work Summary"21. "Promoting Parent and Community Involvement: A School Work Summary"22. "Building Resilient Learners: A School Work Summary"23. "A Year of Creating Opportunities: A School Work Summary"24. "Enhancing Student Achievement: A School Work Summary"25. "Strategic Planning for a Successful School Year: A School Work Summary"26. "Promoting a Culture of Respect and Kindness: A School Work Summary"27. "Strengthening Teacher Professional Development: A School Work Summary"28. "Building Partnerships for Student Success: A School Work Summary"29. "Promoting Global Citizenship: A School Work Summary"30. "Empowering Students to Lead: A School Work Summary"31. "Creating a Sense of Belonging: A School Work Summary"32. "Promoting Student Voice and Agency: A School Work Summary"33. "Cultivating Future Leaders: A School Work Summary"34. "Enhancing School Culture and Climate: A School Work Summary"35. "Prioritizing Student Well-being: A School Work Summary"36. "Promoting Equity in Education: A School Work Summary"37. "A Year of Promoting STEAM Education: A School Work Summary"38. "Building Strong Foundations for Literacy: A School Work Summary"39. "Strengthening Social-Emotional Learning: A School Work Summary"40. "Promoting Environmental Awareness: A School WorkSummary"41. "Innovative Approaches to Assessments: A School Work Summary"42. "Promoting Physical Education and Health: A School Work Summary"43. "Enhancing Communication and Collaboration: A School Work Summary"44. "Addressing Academic Challenges: A School Work Summary"45. "Supporting Students with Special Needs: A School Work Summary"46. "Promoting Intercultural Understanding: A School Work Summary"47. "Striving for Excellence in Arts Education: A School Work Summary"48. "Promoting Responsible Digital Citizenship: A School Work Summary"49. "Creating a Positive Classroom Environment: A School Work Summary"50. "Celebrating Diversity and Cultural Heritage: A School Work Summary"51. "Promoting Career and College Readiness: A School Work Summary"52. "Building Resilient Communities: A School Work Summary"53. "Collaborative Strategies for Student Success: A School Work Summary"54. "Instilling a Love for STEM Education: A School Work Summary"55. "Creating Pathways to Success: A School Work Summary"56. "Promoting Student Leadership Opportunities: A School Work Summary"57. "Strengthening Family Engagement: A School Work Summary"58. "Implementing Best Practices in Instructional Design: A School Work Summary"59. "Creating a Supportive Environment for English Language Learners: A School Work Summary"60. "Promoting Financial Literacy: A School Work Summary"61. "Empowering Educators through Professional Learning Communities: A School Work Summary"62. "Promoting a Growth Mindset: A School Work Summary"63. "Enhancing Learning Opportunities through Technology: A School Work Summary"64. "Addressing the Needs of At-Risk Students: A School Work Summary"65. "Promoting Student-Centered Learning: A School Work Summary"66. "Building Bridges between Education and Industry: A School Work Summary"67. "Developing Critical Thinking Skills: A School Work Summary"68. "Promoting Positive Behavior Support: A School Work Summary"69. "Strengthening School-Home Partnerships: A School Work Summary"70. "Promoting Health and Wellness in Schools: A School Work Summary"71. "Creating a Culture of Academic Excellence: A School Work Summary"72. "Promoting Multilingual Education: A School Work Summary"73. "Improving Attendance and Dropout Rates: A School Work Summary"74. "Ensuring Access to Quality Education: A School Work Summary"75. "Promoting Cultural Competence in Education: A School Work Summary"76. "Responding to Emergency Situations: A School Work Summary"77. "Creating Opportunities for Student Voice and Agency: A School Work Summary"78. "Developing Social Skills and Emotional Intelligence: A School Work Summary"79. "Promoting Inclusive and Respectful Classrooms: A School Work Summary"80. "Strengthening School Leadership: A School Work Summary"81. "Promoting Student Independence and Autonomy: A School Work Summary"82. "Celebrating Diversity in Literature: A School Work Summary"83. "Promoting Literacy Across all Subjects: A School Work Summary"84. "Promoting a Sense of Belonging Through School Activities:A School Work Summary"85. "Enriching the Learning Environment through Field Trips: A School Work Summary"86. "Promoting Effective Teaching Strategies: A School Work Summary"87. "Preparing Students for the Digital Age: A School Work Summary"88. "Promoting Student-Led Initiatives: A School Work Summary"89. "Creating a Respectful and Accepting School Climate: A School Work Summary"90. "Developing Collaborative Problem-Solving Skills: A School Work Summary"91. "Promoting Healthy Relationships and Preventing Bullying: A School Work Summary"92. "Enhancing School Safety and Security: A School Work Summary"93. "Promoting Parent Engagement and Involvement: A School Work Summary"94. "Creating Opportunities for Student Creativity: A School Work Summary"95. "Promoting Cultural Awareness and Appreciation: A School Work Summary"96. "Developing a Sense of Social Responsibility: A School Work Summary"97. "Promoting Ethical Decision-Making: A School Work Summary"98. "Creating a Positive School Climate through Restorative Practices: A School Work Summary"99. "Promoting Student Resilience and Grit: A School Work Summary"100. "Strengthening School-Community Partnerships: A School Work Summary"。