探究式学习模型下外语学习者自主学习能力的培养策略研究

Research on Strategies for Cultivating Autonomous Learning Abilities among Foreign Language Learners within the Framework of Inquiry-Based Learning Model

摘要: 本文以探究式学习模型(Inquiry-Based Learning)为基础，探讨了如何通过该模型培养外语学习者的自主学习能力。探究式学习强调学生在学习过程中的主动探索和实践，其核心理念源于John Dewey的“做中学”(learning by doing)理论，主张学生通过提出问题、探索研究、分析反思、得出结论及分享应用等步骤提升自主学习能力。在外语学习中，学习者普遍面临练习动力不足、注意力分散和学习方法选择困难等挑战，因此本文设计了针对外语学习者的探究式学习模型，并通过作者教学经历中的实际研究案例验证其有效性。研究表明，探究式学习不仅能显著提高学习效率，还能增强学习者的学习兴趣、专注力和自我反思能力。此外，本文也探讨了教师在探究过程中扮演的重要支持角色，教师可通过提供科学的学习方法引导学生在探究中优化学习策略。

Abstract: This paper discusses how to cultivate learning autonomy of foreign language learners through the Inquiry-Based Learning (IBL) model. Inquiry-based learning emphasizes students’ active exploration and practice in the learning process, with its core concept rooted in John Dewey’s theory of “learning by doing”. It advocates that students enhance their autonomous learning ability through questioning, investigating, analyzing and reflecting, drawing conclusions, and sharing and applying. In foreign language learning, learners face challenges such as insufficient motivation for practice, mind wandering, and difficulties in selecting learning methods. Therefore, this paper designs an inquiry-based learning model tailored for foreign language learners and validates its effectiveness through a practical research case from the author’s teaching experience, which shows that inquiry-based learning not only significantly improves learning efficiency but also enhances learners’ interest, focus, and self-reflection. This paper also discusses the supportive role of teachers in the inquiry process, as they can guide students in optimizing learning strategies by providing grounded learning methods.