首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Students whose previous educational experience was ______ often find it hard to become independent learners. A student or staff
Students whose previous educational experience was ______ often find it hard to become independent learners. A student or staff
admin
2009-05-13
39
问题
Students whose previous educational experience was ______ often find it hard to become independent learners.
A student or staff member might become a ______ to a student working independently.
Lecturer: Part of the role of university education is to prepare students for their professional life and career. Part of this preparation is to introduce and train students in life long learning--preparing them to approach their career as a continuous learning experience, rather than assuming that the end of their university education represents an end goal beyond which there is no need for further learning. Therefore students are encouraged to develop as independent learners. An independent learner is one who takes responsibility for his or her own learning and is not always dependent on teacher being available to guide and correct. Such a student sets their own learning goals, makes their own decisions as to when and how to study for these goals, and also evaluates their own progress and develops further goals. This is not always easy for students, particularly those whose secondary education has been very teacher focussed, with teaching conducted mainly in lecture format and with little opportunity for the students to take any control of the learning process. At university, while much teaching is conducted via lectures, students are expected to become increasingly independent in their learning. Departments approach this issue in a number of ways. For example, they might provide personal mentors. This could be a student or a member of staff who is available to discuss problems that the student might have and who will support the student in the process of becoming an independent learner. The second one requires the student to’ make certain choices about their course, either in the elements they choose to learn or in the way in which they choose to learn them. Thirdly, there is the provision of learning opportunities outside the confines of the campus, including study trips and student exchanges.
In the English Language Centre, we try to help the development of learner independence. This English Language Centre is a self-access one. A self-access centre is a place where learners come voluntarily to improve the subject that they are studying. In the case of the English Language Centre we focus on English language. In a self-access centre it is the student who decides what to study, when to study, how long to study, what materials to use, how to use the materials, and how to assess effectiveness. The learner is not, however, left totally alone. Learners are encouraged to come to the centre in groups, so that they can help each other in the learning process and there is also always an English teacher available to answer any questions that students might have, to discuss their progress, and to help the learner assess their work.
Let’s take an example. Mary and her friend Jim have decided they need to improve their report writing skills. They decide to go to the ELC twice in the next week, for two hours each time, from five o’clock to seven o’clock. The first thing they do is to talk to the English teacher there, to help them identify what particular elements of writing a report they find especially difficult. Having done this, they identify suitable books, videos, or computer programs from the index, With help from the teacher if needed. Looking at the materials, they decide which to use first, and how to best to use it. Working through the materials, they discuss problems with each other, compare notes and evaluate each other’s work and progress. This process of working together is important, as the students are able to support each other in the learning process. Of course, sometimes they need more help and so they ask the English teacher at the centre. When they have finished their studies, they review what they have studied, with help from their notes, and evaluate the extent to which they have, or have not, achieved their initial aim. In the light of this, they will decide to either do more work on the same topic, or move to another topic, either related to this one or something completely different.
There are many ways students can improve their English independently of a teacher. Firstly, they can use English language videos in conjunction with learning activities such as exercises to practise particular listening skills, questions to lead discussion on the topic introduced by the video. They can do follow-up tasks that use the content of the video to focus on other language skills, such as learning vocabulary or understanding the grammar used by the characters in the video. Secondly, they can use a computer programme to improve their pronunciation, by identifying, and then practising, the individual sounds used in English. Thirdly, they can use a book to find a model business letter, for example, writing one of the same type, but with different information, and then discussing it with the ELC teacher before finally re-writing it. Finally, they can use newspapers or magazines as stimuli for discussion activities with a brief report written at the end, summarising the discussion.
However, the development of an independent learner is not dependent on a centre like the ELC. Within the university, as well as within individual departments, the library, the Student Affairs Office and the Student Union all provide a range of opportunities for the student to develop as an independent learner. Outside the campus the opportunities are both physical and virtual. The physical ones include libraries, museums and other centres, as well as various special interest groups. In the virtual world of the Internet the opportunities are both global and vast. To conclude, in a world in which change is central to our continued survival, the professional must have the adaptability and flexibility of a life long learner. A life long learner must be an independent learner, able to take responsibility for all stages of the learning process. It is the student’s responsibility to take advantage of the various opportunities on offer.
选项
答案
(personal) mentor
解析
转载请注明原文地址:https://jikaoti.com/ti/7ytYFFFM
本试题收录于:
雅思听力题库雅思(IELTS)分类
0
雅思听力
雅思(IELTS)
相关试题推荐
MaxRoachisregardedasa(i)______ofmodernjazzdrummingbecausehewasoneofthefirstartiststo(ii)______themelodic,ra
The(i)______ofdrummerArtBlakeywasakintoauniversityeducationinjazz,as(ii)______bytheplethoraofsuccessfulmusici
Instarkcontrasttothevagueandoftenramblingcommentsofotherstudents,Jessica’sremarkswererefreshingly______.
Thestrong(i)______theprofessorwasabletoestablishwithhisstudentsmadehim(ii)______confidantforthoseoncampusseeki
Theauthorusedarhetoricalquestionasaterminalflourishto______thesectionoftext.
Themodernageisapermissiveoneinwhichthingscanbesaidexplicitly,buttheoldtraditionof____dieshard.
CharlotteSalomon’sbiographyisareminderthatthecurrentsofprivatelife,howeverdiverted,dislodged,ortwistedby(i)___
Youshouldspendabout20minutesonthistask.WritetoanEnglishSpeakingCollegeregardingacourseyouintendtotake.
Writealettertodirectorofanightschoolaboutaprobleminsomepartofacourseyouhavetaken.Inyourletter•give
AtfirstFionathinksthatMartin’stutorialtopicis______
随机试题
某公安机关办理行政案件,下列对涉案物品估价的做法不正确的是()。
钱德勒认为战略发展有四个不同阶段,其中第一个阶段为_____。
A.瘢痕性幽门梗阻B.活动性溃疡致幽门痉挛水肿C.胃癌并幽门梗阻D.十二指肠降部以下梗阻性病变E.低位肠梗阻呕吐物不含宿食,消炎解痉可缓解()
患儿女,7岁。低热、轻咳3周。查体:体温38.5℃,营养差,左背下部听诊呼吸音减低,接种过卡介苗,PPD试验(+++)。最佳治疗方案是
变质的药品属于
下列1型糖尿病的描述正确的是
A.胡椒碱B.大青素BC.萨苏林D.麻黄碱E.长春新碱属于简单吲哚类生物碱的是()。
“实现全面建成小康社会的总目标,需要完善和发展中国特色社会主义制度、政策、战略、方针。”下列关于中国特色的社会主义政治制度表述正确的是()。
我们常听386、486、586的说法,这是人们对计算机型号的称呼,你能说出x86具体是指什么?
Mr.Brownbroughtwithhimonlyafewthingsbecause______.
最新回复
(
0
)