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1、該文在探討將自主學(xué)習(xí)與課堂教學(xué)結(jié)合的可行性之前,先對(duì)學(xué)生的學(xué)習(xí)觀念進(jìn)行了研究.研究發(fā)現(xiàn),學(xué)生接受自主學(xué)習(xí)所帶來的學(xué)習(xí)行為及學(xué)習(xí)觀念轉(zhuǎn)變的程度受到三種主要因素的影響--學(xué)習(xí)者對(duì)教師角色的理解,學(xué)習(xí)過程中教師反饋的作用以及學(xué)習(xí)者的信心.研究的第二部分介紹了一個(gè)如何通過課堂教學(xué)幫助學(xué)生培養(yǎng)學(xué)習(xí)自主性的教學(xué)實(shí)踐.通過課堂提問,寫作練習(xí)和小組學(xué)習(xí)項(xiàng)目三個(gè)環(huán)節(jié)提高學(xué)生自主學(xué)習(xí)的意識(shí),在教師與學(xué)生就學(xué)習(xí)內(nèi)容和教師角色的協(xié)商過程以及學(xué)生的小組項(xiàng)目中使學(xué)
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