【正文】 tracurricular AssignmentA Thesis Presented toThe College of Foreign LanguagesZhejiang Normal UniversityIn Partial Fulfillment of the RequirementFor Degree of Master of ArtsBy XXXXXXXXXUnder the Supervision of Professor YYYYYYYYYOct. 2022i摘要為了了解課外作業(yè)的實(shí)施對(duì)提高師范大學(xué)生自主學(xué)習(xí)能力的影響, 本文圍繞以下幾個(gè)問題進(jìn)行了研究: 1. 師范生的英語課外作業(yè)現(xiàn)狀是怎樣的 ? 2. 能提高師范生自主學(xué)習(xí)能力的課外作業(yè)的實(shí)施模式是怎樣的? 3. 課外作業(yè)模式對(duì)提高師范生自主學(xué)習(xí)能力有何影響? 本文在二語習(xí)得和自主學(xué)習(xí)等理論的基礎(chǔ)上，通過以問卷為主、訪談為輔的方法，對(duì)寧波大學(xué)教師教育學(xué)院的學(xué)前教育大專一年級(jí)學(xué)生的課外作業(yè)情況進(jìn)行了調(diào)查和分析，發(fā)現(xiàn)大部分學(xué)生在完成課外作業(yè)方面缺乏主動(dòng)性和自主學(xué)習(xí)的能力，不善于反思和評(píng)價(jià)自己的學(xué)習(xí)方法和過程。探索了適合師范大學(xué)生，且有利于發(fā)展他們自主學(xué)習(xí)能力的課外作業(yè)新模式：1. 作業(yè)與專業(yè)相結(jié)合、練習(xí)與活動(dòng)相結(jié)合、學(xué)習(xí)內(nèi)容與學(xué)習(xí)策略相結(jié)合的實(shí)施形式；2. 課外作業(yè)課內(nèi)展示、制定學(xué)習(xí)計(jì)劃和記錄學(xué)習(xí)日志的實(shí)施方法。 through the teacher’s role, bining the designer, the promoter and the monitor with assessor。 college EnglishivContents摘要 .................................................................................................................................iAbstract.........................................................................................................................iiChapter One Introduction........................................................................................1 Research Purpose .............................................................................................1 Research Significance ......................................................................................2 Research Questions ..........................................................................................3 Organization of Thesis .....................................................................................3Chapter Two Literature Review..............................................................................4 Second Language Acquisition..........................................................................4 Learning Autonomy .........................................................................................6 Humanistic Psychology....................................................................................8 Motivation ........................................................................................................9 The Enlightenment to the EA.........................................................................10Chapter Three The Present Condition of English EA............................................12 Interview ........................................................................................................12 The Purpose and Method .............................................................................12 The Interviewees ..........................................................................................13 The Results and Analysis .............................................................................13 Survey.................................................................................................................143. The Subjects and Method............................................................................143. 2. 2 The Content................................................................................................14 The Analysis and Inspiration .......................................................................21Chapter Four The Fundamental Elements of English EA ..................................23 The Definition.....................................................................................................23 The Basic Features..............................................................................................24 Types ..................................................................................................................25 Classification by Form .................................................................................25 Classification by Timespan ..........................................................................25 Classification by the Extent of Autonomy ...................................................25 Classification by the Extent of Independence..............................................26 The Principles of EA Arrangement ....................................................................26 The Teacher Guiding and the Students Centered.........................................26 The Backbone Students Promoting..............................................................27 EA Optional .................................................................................................27 Classroom Teaching Combining..................................................................28v Interest Oriented...........................................................................................29 Independence and Cooperation Combining .................................................29Chapter Five The Implementation of EA .............................................................31 The Implementing Model of Students’ EA ........................................................31 Formulating Learning Plan ..........................................................................31 Discussing Assignment Patterns ..................................................................33 Performing Classroom Show .......................................................................39 Keeping Learning Diaries ............................................................................40 The Evaluation of Students’ EA.........................................................................45. Written Score ..............................................................................................45. Oral Assessment..........................................................................................45. Affectional Communication........................................................................46 The Teacher39。 the teacher’s roles in the process of EA。 the second is positive learning attitude and motivat