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关于学风建设的几点思考 总被引：2，自引：0，他引：2
刘越 《思想政治教育研究》2004,(4):49-50
学风建设是一所大学的中心工作，直接关系到大学的教育教学质量和培养人才的规格。因此，学风建设是关系到高校生死存亡的原则性问题。本文对如何深化大学的学风建设从精神文化、制度文化等方面提出了一些构想。 相似文献
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加强高校课堂管理 促进高校良好学风养成 总被引：1，自引：0，他引：1
高校学风是一所大学立校之本.高校教师课堂教学管理在一定程度上影响着学风建设,为此必须加强高校的课堂管理,以促进高校学风的建设,提升大学学风品位. 相似文献
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钟凯雄 《华南师范大学学报(社会科学版)》2013,(4)
学风是一所大学所特有的向学风格和文化价值诉求,优良学风建设是大学持续性的文化改进实践——文化管理的重要成果.随着学风建设的深入开展,大学应以文化管理的理念,增强决策核心对建设优良学风的价值的集体认同,建设以发展性为价值取向的制度文化,养成积极变革和善于变革的思维逻辑,强调师生的主体性原则,营造良好的大学文化生态环境,积极建构优良学风. 相似文献
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学风是一所大学的治学之本,是衡量大学校风的一项重要指标.文章阐释了学风的含义及其作用,剖析了高职高专院校在学风建设方面存在的不足,并提出了加强高职高专院校学风建设的途径. 相似文献
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大学学风建设的制约因素及对策分析 总被引：1，自引：0，他引：1
学风建设是大学可持续发展的永恒主题,也是构建和谐校园的重要组成部分。学风体现着一所大学的核心竞争力。也是其人才培养目标和质量的重要保证。本文试从学生的角度对学风建设作简要的阐述,分析大学学风建设的若干制约因素,并提出应从学生的学风、制度的建设、考风考纪、校园文化、社会实践和创新教育等多方面采取措施。 相似文献
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延边大学是一所具有鲜明民族特色的高水平综合性大学,与其他高校相比,面临更多发展机遇的同时也要迎接更多的挑战。学风,是一所大学的气质和灵魂,也是一所大学的立校之本。学风建设是衡量一所高校办学思想、教育质量和管理水平的重要指标,是全面推进素质教育,为社会培养高素质人才的关键。 相似文献
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加强学风建设的成功实践 总被引：1，自引：0，他引：1
学风是大学文化的集中体现,是一所大学的灵魂与特色所在。海南师范大学以教育塑学风,以管理督学风,以科研促学风,以活动带学风,以榜样树学风,以关怀倡学风,有利地推动了学风建设,崇德尚学、尊师守纪、争先创优在校园内蔚然成风。 相似文献
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学风建设是高等学校建设的重要内容．更是教学改革的主要内容,建设优良的学风是每一所大学的主要任务。本文主要从学风的构成要素．当前学风建设中存在的问题及原因,如何加强学风建设三个方面加以阐述。 相似文献
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学风是一所大学的灵魂,是学校生存与发展的根本支柱。学风建设是高校建设的重要方面,是培养高素质人才的重要组成部分。影响优良学风形成的因素是很多的,包括校园氛围、教育载体、学生管理、形象表现等。针对当前大学中存在的学风问题,应大力推进和加强教风建设,引导学生树立正确的学习目的,养成科学严谨的治学态度,形成与高水平大学相适应的优良学风。 相似文献
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Knowledge on general or discipline-specific changes in the learning styles of university students can be utilised in the design and execution of courses, but little is known of such changes. The study examined the changes in the learning styles of three year groups of BSc Business Administration and Psychology students from admittance to one, two and three years later for the three year groups respectively. Learning styles were measured using the Danish Self-Assessment Learning Styles Inventory, which is an adaptation of Sternberg's MSG Thinking Styles Inventory within the theory of mental self-government. The Hierarchic and Oligarchic learning styles decreased significantly for all three year groups. The Judicial learning style increased significantly for the year groups who had studied for two and three years. The Global learning style increased significantly for the year group who had studied for one year. The findings are discussed in relation to comparable research. 相似文献
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What type of learner are your students? Preferred learning styles of undergraduate gross anatomy students according to the index of learning styles questionnaire 
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下载免费PDF全文 Melissa M. Quinn Theodore Smith Eileen L. Kalmar Jennifer M. Burgoon 《Anatomical sciences education》2018,11(4):358-365
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
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邓俊民 《天津工程师范学院学报》2003,13(2):50-53
对理工科大学生英语学习状况和学习成绩调查、统计和分析的基础上,研究了英语学习策略运用水平和学习风格倾向与英语成绩的关系。研究表明:(1)学习者都能积极运用学习策略,元认知和补偿策略运用得最多,社会/情感策略运用得较少;(2高分组和低分组在元认知策略上有显著差异;(3)学习风格偏好呈多样性,英语水平与学习风格本身无关。 相似文献
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The cognitive and learning styles research domain is a highly complex one which has recently been the focus of rigour–relevance debates (Coffield et al. 2004; Evans and Sadler-Smith 2006; Rayner 2006). There is considerable support for the existence and value of style as a construct (Sternberg 1996) even though further work is needed to evidence greater impact on practice. This paper shares the work and experiences of one international research community – the European Learning Styles Information Network (ELSIN) and its attempts to advance understanding of the theory and application of cognitive and learning styles in higher education and other contexts. In so doing it highlights the principles around the development, collation and integration of research as exemplified by the ELSIN experience and considered by other research domains in higher education. Future directions for cognitive and learning styles research within the context of higher education are outlined along with the role of ELSIN in highlighting and leading on these. 相似文献
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Learner autonomy is no easy choice for most students when they are used to having teachers do everything for them.As teach ers,it is their responsibility to help the students know how to use it and to understand that autonomy goes beyond of freedom.Learning styles play an important role because teachers need a clear picture of each student’s learning capabilities.Teachers can encourage students to reach dependence by attending their needs,taking into account learner styles.The goal of this research study is to find ways in which teach ers and students can build autonomy together.It first examines the learning styles of the sample students,and then makes discussions about fostering learner autonomy based on different learning styles. 相似文献
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This study examines pre-school children's learning styles by utilising a mathematical model. The model uses a Euclidean geometry algorithm to generate a graphical representation of the learning styles. The algorithm of the developed mathematical model was developed as a practical application of the theoretical assumptions. Index of Learning Styles for Children (ILSC), developed by one of the researchers, has been applied to a total of 301 five-year-old children. Results of the study indicate that children utilise the active, cognitive and visual learning styles under the control of the right hemisphere, and the sequential (analytical) learning styles under the control of the left hemisphere. The modelling algorithm reveals that the children's learning style preferences are shifted towards the right hemisphere at the rate of 8%. The results also provide empirical support that the developed model can mathematically explain the theoretical assumptions it is based on. 相似文献
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Richard Tucker 《高等教育研究与发展》2009,28(2):195-207
This paper investigates the relationship between learning style, as determined by Kolb's Learning Style Inventory, age and one measure of academic performance in design assignments for two cohorts of first‐ and third‐year architecture students. The paper focuses on the results of a cross‐curriculum learning style survey conducted as part of a project aimed at resolving the learning difficulties of students collaborating in multi‐disciplinary and multi‐cultural team assignments. The research was conducted to determine how learning style differences in heterogeneous teams might be addressed through pedagogy. In light of evidence in student cohorts of learning style changes towards the learning styles of design teachers as students progress through their studies, this paper demonstrates how these changes reflect a statistically significant relationship between learning styles and academic performance in design assignments. 相似文献
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Glenn Hardaker Richard Dockery A’ishah Ahmad Sabki 《International Journal of Inclusive Education》2013,17(8):777-794
This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognising cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings. Learning environments as a characterising feature of learning styles have undergone unprecedented change over the past decade with learning environments now blending physical and virtual space. To support the increasing diversity of learners pedagogy has to be fair, culturally responsive, equitable and relevant to the ‘virtual generation’. This, in turn, will inform our understanding of the ‘middle way’ in recognising cognitive learning styles, associated cultural context, and the implications to digital pedagogy equity. 相似文献
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李景光 《新乡师范高等专科学校学报》2004,18(5):106-108
近20年来,英语教学研究的重心已从教学法转向了学习者及其在学习中的作用,"以学生为中心"围绕学习者进行教学"已成为当今国内外外语教学界的一个时髦话题,学习风格———作为构成学习者个体特征的主要因素之一,已越来越受到众多学者及外语教师的关注。通过实施对中学生学习风格的系统性研究,有利于教师根据学生的学习风格有效地进行教学。对于学习者而言,了解自身的学习风格,并通过拓展自己的风格类型,则有利于他们去主动适应不同教师的教学风格,从而达到最佳的学习效果。 相似文献
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This study investigated the relationship between two intellectual styles approaches: Sternberg’s thinking styles of teachers and Felder and Silverman’s learning styles. Ninety‐five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching Inventory (TSTI) and the Index of Learning Styles Questionnaire (ILS). Several thinking styles from Sternberg’s theory of self‐government were highly to moderately correlated with Felder’s learning styles. The TSTI did not differentiate between master’s and doctoral students, but the ILS did so. Participants differed in their thinking styles in teaching and in their learning styles, based on their educational major. 相似文献