确定职前英语教师的学习者自主水平

O. Chekhratova
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摘要

本文论述了在现代教育体系中促进学习者自主和终身学习的重要性。在乌克兰,在各级教育中实施学习者自主存在重大挑战,因为学生需要理解知识的相关性、应用和潜在结果,而不仅仅是获取知识。监测工具在评估教育成果和适应当前教育要求方面变得至关重要。本文构建了职前英语教师的因素-标准模型,确定了影响学习者自主的因素,如评估学生的初始知识、技能和能力水平以及评估他们对学习负责的准备程度。文章解释了处于零学习自主性水平的学生缺乏对概念的充分理解,并且很少有能力计划他们的教育活动。第一阶段的学生对这个概念有一个大致的理解,并在一定程度上应用它来计划、组织和控制自己的学习。第二阶段的学生对学习者自主的概念有深刻的理解,始终坚持运用学习者自主的原则,具有较强的目标设定、计划、自我控制和自我评估的能力。他们也能够有效地分配资源,表现出高水平的社交能力和学业成就,并积极为自己的培训负责。文章的结论是,促进学习者的自主性和提供适当的监控工具可以帮助学生不仅发展学科知识,而且发展与他们未来职业相关的专业技能。
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Determining the level of learner autonomy of pre-service English teachers
The article discusses the importance of promoting learner autonomy and life-long learning in the modern education system. In Ukraine, there is a significant challenge in implementing learner autonomy at all levels of education, as students are required to comprehend the relevance, application, and potential outcomes of knowledge rather than just acquiring it. Monitoring tools are becoming essential in assessing educational outcomes and adapting to current educational requirements. Constructing a factor-criterion model of pre-service English teachers, the article identifies factors affecting learner autonomy, such as assessing the initial level of knowledge, skills, and abilities of students and evaluating their readiness to take responsibility for their learning. The article explains that students at the zero level of learner autonomy lack a sufficient understanding of the concept and have little ability to plan their educational activities. Students at the first level have a general understanding of the concept and apply it to some extent when planning, organizing, and controlling their own learning. Students at the second level have a deep understanding of the concept, consistently apply the principles of learner autonomy, and possess strong skills in goal-setting, planning, self-control, and self-assessment. They are also able to allocate their resources efficiently, exhibit high levels of sociability and academic success, and actively take responsibility for their own training. The article concludes that promoting learner autonomy and providing adequate monitoring tools can help students develop not only subject knowledge but also professional skills relevant to their future careers.
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