首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
英语教法既是英语教育专业的一门实用性、实践性、技能性很强的课程,也是连接师范英语教育与中学英语教育的桥梁。基于此,通过对学习风格理论的分析梳理,立足于教法课实践性强的优势,结合当今中学英语教学的现状和发展趋势,对新课改背景下的英语教法课提供多样化的教学模式,以适应不同的学习风格和认知特点进行探索分析。教师的教学不仅要涉及所教内容,更重要的是应当个性化,掌握学生的学习风格,发挥学生的长处,有针对性地加强他们的薄弱环节。  相似文献   

2.
Changes in the demographics of American undergraduate students must be addressed by changes in delivery of the curriculum. The learner-centered approach to education helps to recognize and integrate student diversity with class exercises and assignments designed to help students meet course learning outcomes. This article applies the American Psychological Association's Learner-Centered Psychological Principles to a BSW course in human behavior in the social environment. The learner-centered environment incorporates students' individual learning styles and promotes critical thinking necessary for students to satisfy both the CSWE standards for accredited social work programs and those of the social work profession.  相似文献   

3.
Students learn and process information in many different ways. Learning styles are useful as they allow instructors to learn more about students, as well as aid in the development and application of useful teaching approaches and techniques. At the undergraduate level there is a noticeable lack of research on learning style preferences of students enrolled in gross anatomy courses. The Index of Learning Styles (ILS) questionnaire was administered to students enrolled in a large enrollment undergraduate gross anatomy course with laboratory to determine their preferred learning styles. The predominant preferred learning styles of the students (n = 505) enrolled in the gross anatomy course were active (54.9%), sensing (85.1%), visual (81.2%), and sequential (74.4%). Preferred learning styles profiles of particular majors enrolled in the course were also constructed; analyses showed minor variation in the active/reflective dimension. An understanding of students' preferred learning styles can guide course design but it should not be implemented in isolation. It can be strengthened (or weakened) by concurrent use of other tools (e.g., flipped classroom course design). Based on the preferred learning styles of the majority of undergraduate students in this particular gross anatomy course, course activities can be hands on (i.e., active), grounded in concrete information (i.e., sensing), utilize visual representation such as images, figures, models, etc. (i.e., visual), and move in small incremental steps that build on each topic (i.e., sequential). Anat Sci Educ 11: 358–365. © 2017 American Association of Anatomists.  相似文献   

4.
The paper reports the effect of motivational styles on group work and discussion-based teaching in an environmental science course. The students' motivational styles were explored by a questionnaire whose items were written to correspond to four motivational patterns: achiever, curious, conscientious and sociable. A total of 180 university students from an Elementary Teaching Department participated in this study. The results showed that achiever students tended to dislike being involved in group work. On the other hand, curious, social and conscientious students tended to prefer working in groups. Discussion-based teaching appeared to be attractive for almost all students, although they have different motivational styles. The implications of the results for teaching and learning are discussed.  相似文献   

5.
This study explores how students' learning styles influence their learning while solving complex problems when a case‐based e‐learning environment is implemented in a conventional lecture‐oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3‐week period. Five learning‐outcome tests and two course‐satisfaction surveys were implemented during the case‐based instruction using a blended approach (online and face‐to‐face). The results of one‐way ANOVAs with repeated measures revealed that the four learning styles (active–reflective, sensing–intuitive, visual–verbal, sequential–global) did not influence students' learning experience and learning outcomes during the implementation of case‐based e‐learning. However, the pattern of the students' performance graph and further analysis with a liberal approach implied that the active–reflective learning style may influence learning outcomes slightly at an earlier time during the case‐based learning implementation; however, as time passed, this learning style no longer influenced their learning at all. Thus, learning styles may not be considered important or may be considered only during the early stages of instructional implementation in order to facilitate the students' transition to the new case‐based learning environment. It is more efficient to encourage students to adapt to different learning environments than to design adaptive systems in order to embrace diverse learning styles.  相似文献   

6.
  相似文献   

7.
In the past decade, a number of personalized learning systems have been developed and they mainly focus on learners' prior knowledge. On the other hand, previous research suggested that gender differences and cognitive styles have great effects on student learning. To this end, this study examines how human factors, especially gender differences and cognitive styles, affect learners' reactions to a personalized and non-personalized learning systems based on learners' prior knowledge. Forty-four university students participated in this study. The results show that females and Serialists show positive reactions to the personalized learning system, while males and Holists demonstrate similar reactions to the personalized learning system and the non-personalized learning system. The implications of these results for the design of personalized learning systems are discussed.  相似文献   

8.
大学英语课程在实行了教学改革后,提高了师生教与学的兴趣,极大地强化了学生学习英语的积极性,取得了令人欣慰的教学成果。自主性、开放式学习以及自主学习作为大学英语自主学习体系已经深入到学生的学习活动中,对学生的评价方式也日趋多元化,由原来单一的终结性测试发展到今天的听力、口语和书面作业等多种评价方式。笔者阐述基于校本大学英语课程设置体系而构建的评价体系,目的是为了更好地促进学生的英语学习,帮助他们达到学以致用的语用目的。  相似文献   

9.
This work explores the impact of teacher-led heterogeneous group formation on students?? teamwork, based on students?? learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first, a web system (PEGASUS) was developed to help students identify their learning styles and distribute them to heterogeneous groups. Second, group facilitation meetings were introduced as a technique to help students reflect on their weak/strong traits and employ appropriate roles in their group. The study research questions focused mainly on students?? attitudes regarding the learning style-based group formation approach. By applying qualitative research method students?? views were recorded about the impact of styles awareness and group heterogeneity on group collaboration and possible benefits and drawbacks related to the style-based grouping approach. Evaluation data revealed that students gradually overcame their initial reservations for the innovative group formation method and were highly benefited since styles heterogeneity within the group emphasized complementarities and pluralism in students?? ways of thinking. Overall, this work provides evidence that the adoption of learning styles theories in practice can be facilitated by systems for automated group formation and supportive group facilitation meetings that help avoiding the trivial and discouraging approach of using learning styles to simply label students.  相似文献   

10.
abstract

Using data collected from 120 students enrolled in nine sections of an undergraduate technical communication course, this study found a number of statistically significant associations between students' learning styles, as defined by the Index of Learning Styles, and nine measures evaluating both academic performance and student preference. The study also measured student performance in collaborative and self-directed versions of the course, as well as full and summer sessions. Reflective learners were found to be the most successful online learners, excelling in collaborative, as well as self-directed versions of the course. Sequential learners also outperformed global learners. Learning styles were not a significant factor in summer-session courses.  相似文献   

11.
The present study empirically addresses two longstanding controversial issues in the field of intellectual styles. The first concerns the distinction (or similarity) between various style constructs. The second relates to whether or not intellectual styles make a difference to students' academic achievement. Specifically, the study investigated the relationship between Torrance's modes of thinking and Sternberg's thinking styles. It also examined the role of the two style constructs in achievement in Chinese, English, and mathematics. Three self‐report inventories were administered to 452 students from a senior secondary school in rural China. After students' age, gender, and self‐rated abilities were controlled for, thinking styles predicted modes of thinking. In general, conservative intellectual styles predicted better achievement across the three subjects among students in lower grade levels, whereas creative intellectual styles contributed to achievement in Chinese among students in higher grade levels. It is concluded that each of the two style constructs has a unique value in explaining individual differences in human performance. Furthermore, the study makes another call for cultivating creative intellectual styles among school students.  相似文献   

12.
In the natural sciences, collecting, cataloguing, and comparing living specimens have long been a popular, collaborative mode of discovery and learning. New species are discovered, and the relationships between species are theorized. From Aristotle's “History of Animals” to Darwin's “On the Origin of Species”, and beyond, this process of learning through expedition has yielded bountiful knowledge and insights to students of science. In this paper, we propose that expeditionary learning can be applied to a softer science: the field of information systems. In the field of information systems, specimens (information systems) are created by humans, evolving with great speed. Expeditionary learning—where students collaboratively discover, catalog, and compare rapidly evolving information system specimens—is an innovative approach for learners in the IS field, and is effective in increasing IS program visibility and delivering significant, measurable community impact. Our results indicate that learning by expedition has a strong, positive community impact through educating external learners (such as high school and community college students, and the general public), and compares favorably to conventional experiential and service learning styles. Though expeditionary learning does not yield improved course evaluations, we demonstrate that learners’ perceived self‐knowledge and intentions to pursue the subject area are improved.  相似文献   

13.
《College Teaching》2013,61(1):185-189
Abstract. Each student comes to class with certain learning experiences, expectations, and needs that have to be addressed, and to which instructors need to be sensitive, to maximize the students' learning experiences. However, because of the unknown make-up of online classes, the characteristics of online students may be unclear, making it difficult to develop effective online courses. This study sought to establish learning styles, expectations, and needs of students taking an online course. Data were collected from a variety of student communications and the Myers-Briggs Type Inventory. Suggestions to accommodate identified learning styles, needs, and expectations of online students are presented.  相似文献   

14.
Peer assessment (PA), as formative procedure, enhances learning by providing students with the opportunity to peer assess each other's work. However, since students exhibit different value systems (abilities, experiences, attitudes, cognitive styles, etc.) we propose a diagnostic procedure, which can be applied at the beginning of a course, in order to infer the most prevailing attitude among students. For this purpose, the proposed methodological framework, based on a multi-criteria clustering approach, identifies different assessment behaviours, in order to adopt the most common student assessment policy. To demonstrate the proposed method, an example is presented where two different PA data-sets are examined. The results clearly indicate that students exhibit different PA policies, nevertheless, a densely populated group is formed, the value system of which can be adopted thereafter.  相似文献   

15.
An approach aimed at enhancing learning by matching individual students' preferred cognitive styles to computer-based instructional (CBI) material is presented. This approach was used in teaching some components of a third-year unit in an electrical engineering course at the Queensland University of Technology. Cognitive style characteristics of perceiving and processing information were considered. The bimodal nature of cognitive styles (analytic/imager, analytic/verbalizer, wholist/imager and wholist/verbalizer) was examined in order to assess the full ramification of cognitive styles on learning. In a quasi-experimental format, students' cognitive styles were analysed by cognitive style analysis (CSA) software. On the basis of the CSA results the system defaulted students to either matched or mismatched CBI material. The consistently better performance by the matched group suggests potential for further investigations where the limitations cited in this paper are eliminated. Analysing the differences between cognitive styles on individual test tasks also suggests that certain test tasks may better suit certain cognitive styles.  相似文献   

16.
An exploration of the preferred learning styles for over 1,100 business students has yielded an intriguing result. While many previous studies have examined the learning styles in different majors at different universities, these studies have been focused on describing the typical student for that major. This study demonstrates that the preferred learning styles of students may depend more on the course than the major, indicating that students may have adaptive learning styles. Rather than having an innate, consistent preferred learning style, business students adapt their preferred learning style to the subject of the course. Further research is necessary to confirm these exploratory findings.  相似文献   

17.
In this study the investigator compared two sections of the same course-one section was online and asynchronous; the other was face-to-face-by examining gender, age, learning preferences and styles, media familiarity, effectiveness of tasks, course effectiveness, test grades, and final grades. The two sections were taught by the same instructor and used the same instructional materials. The results revealed no significant differences in test scores, assignments, participation grades, and final grades, although the online group's averages were slightly higher. Ninety-six percent of the online students found the course to be either as effective or more effective to their learning than their typical face-to-face course. There were no significant differences between learning preferences and styles and grades in either group. The study showed that equivalent learning activities can be equally effective for online and face-to-face learners.  相似文献   

18.
Abstract

This article describes an experimental environmental education course in rural schools in India's central Himalayas. The course was designed to introduce environmental and livelihood issues into mainstream curriculum. The Uttaranchal Environment Education Centre initiated this program in 1987 with the help of national and state departments of education. This practical course focuses on land degradation, which is the region's major environmental problem. Students learn how to manage their village ecosystem to ensure maximum sustainable productivity. Currently, 1,000 teachers in 530 schools offer the course to approximately 68,000 students.  相似文献   

19.
The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, 1992 , Improve Acad. 11:137–155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students’ VARK learning styles are correlated with course outcomes regardless of the students’ study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

20.
This paper reports an investigation of the impact of students’ cognitive style on their effective use of educational text‐based computer‐mediated conferences. The research centres on an empirical study involving students from three courses run by the British Open University. Statistical analysis of the data does not suggest that cognitive style has a strong influence on student participation in the conference, but does suggest that, contrary to expectations, ‘imagers’ may send more messages to conferences than ‘verbalisers’. The data also suggest a possible link between certain cognitive styles and course completion, and that the interaction of different styles within a group, as described by Riding and Rayner's (1998 ) team roles, may have an indirect influence on task completion.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号