基于周计划策略的中学生英语学习自主性的研究——以合肥某中学为例

A Study on Middle School Students’ Autonomy in English Learning Based on Weekly Planning Strategy—A Case Study of a Middle School in Hefei

摘要: 本研究以元认知理论与自我效能感理论为支撑，采用实践导向的混合方法设计，以30名初二学生为对象开展两周周计划策略干预，探讨其对学生学习规划与自主学习的影响。研究表明，参加本研究的初中生普遍具备周计划基本认知，但制定易、执行难，近半数学生难以坚持。简洁实用的周计划指导有助于增强学生目标意识与任务拆解能力，对中低学业水平学生改善更显著，但其效果存在个体差异且依赖教师即时支持。本研究为在初中阶段开展以“简洁实用、目标导向、即时支持”为原则的周计划训练，提供了实证案例与操作启示。

Abstract: Based on meta-cognition and self-efficacy theories, this study uses experimental method. Thirty students, who are in Grade Eight, receive a two-week intervention of weekly planning training to explore its effects on learning planning and autonomous learning. Results show most students understand weekly planning well. They can make plans easily but struggle to carry them out. Half of them fail to keep consistent practice. Clear and practical weekly planning guidance strengthens students’ goal awareness and task decomposition capability. Such improvement is more obvious for low- and middle-level learners. Yet outcomes vary individually and rely on timely teacher support. This research offers empirical evidence and practical suggestions for weekly planning training in junior high schools, following three principles: simplicity, goal-orientation and instant teacher support.