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对于大多数教授公共大学英语的教师而言,创建利于自主学习的课堂环境是一个困难而且复杂的过程。在这种课堂中,学生对自身和其他同学抱着积极的态度,热切地参与课堂活动,对学习成果的期望值很高。即便是在组织课堂方面很有经验的教师也不能总是清楚地把自己的技巧言传给新教师,但他们通常会强调不是单独的某个事件或者几个事件就能造就利于自主学习的大学英语课堂环境,而是要做好很多“小事情”。本文着重讨论其中的一点:提升学生的学习动机。
For most teachers teaching English for public college, creating a classroom environment conducive to autonomous learning is a difficult and complex process. In this class, students are enthusiastic about themselves and their classmates, are eager to participate in classroom activities, and have high expectations for their learning outcomes. Even teachers who are experienced in organizing classes can not always clearly communicate their skills to new teachers, but they often emphasize that college English, which is not conducive to autonomous learning, can be created either on a single event or on several occasions Classroom environment, but to do a lot of “little things ”. This article focuses on one of the points: to enhance students’ motivation to learn.