共查询到20条相似文献，搜索用时 901 毫秒
1.
周保群 《延安教育学院学报》2007,21(2):37-39
学习风格是学生个性化差异因素之一,是学习者在学习中表现出来的一种整体性、持久性的并具有个性化的认知方式和处理信息的方式。本文通过问卷的方式对高职学生的外语学习风格进行了调查和研究,发现高职学生主要学习风格为视觉型和动手型。同时也分析了高职学生学习方式上的性别差异,并对高职教学提出了一些想法和建议。 相似文献
2.
在回顾前人对学习风格研究的基础上,对五所高级职业技术学院195名学生的学习风格与综合英语成绩及单项英语成绩的关系进行了研究。独立样本检验显示,高分组的学习者倾向于群体型的学习风格,而低分组的学习者倾向于个体型和场独立型的学习风格;男生和女生只在听觉型和场依赖型两种学习风格上表现出不同;回归分析结果表明,群体型、个体型和场独立型三种学习风格与综合英语测试成绩相关,个体型和冲动型两种学习风格对英语成绩具有负向预测作用;群体型、个体型、场独立和冲动型四种学习风格与单项成绩之间具有显著相关关系。 相似文献
3.
学习风格测量工具与中国远程学习者学习风格类型因素 总被引：1，自引：0，他引：1
研究远程学习者的学习风格，是远程教育课程开发过程的重要工作，只有适合学习者学习风格的课程，才能有效地促进学生的学习。本文的研究目的是以“中国远程学习者学习风格特征三维模型”为基础。开发适合中国远程学习者的学习风格测量工具。研究采用因素分析方法。论文系统介绍了中国远程学习者学习风格测量工具的开发过程和结果，包括六个部分：一、介绍；二、初始设计与检验阶段；三、主体研究阶段；四、分析与发现；五、中国远程学习者学习风格测量工具的开发；六、结论。作者希望读者能够全面了解“中国远程学习者学习风格测量工具”的开发过程和结果，以及该研究中发现的中国远程学习者学习风格的独特类型因素。 相似文献
4.
Sdenka Zobeida Salas-Pilco 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1808-1825
This qualitative study examines the use of artificial intelligence (AI) and robotics in learning designs from the perspective of learning sciences. The literature on the topic indicates that there is not enough research on including diverse learning outcomes in the designs for learning. Therefore, the purpose of this study was to understand how AI and robots impact physical, social-emotional and intellectual learning outcomes through the implementation of learning designs that are guided by selected design principles. In this study, the design-based research (DBR) methodology was employed for investigating learning in naturalistic contexts. The intervention was implemented in a primary school in which learners used educational robots. The main findings reveal that the development of an integrated analytical framework, which considers a broader spectrum of human potential, allows for analyzing students’ learning outcomes in a more integral, inclusive and balanced way. This, in turn, promotes students’ learning by using AI and robots. Another finding reveals that the impact of using AI and robotics on learning designs is reflected in learners’ personal trajectories having different pathways and paces. Finally, the lessons learned and the challenges to be overcome are summarized, and recommendations are made for future research for the enhancement of learning experiences that use AI and robotics. 相似文献
5.
Although a large body of research has been dedicated to examining emotional intelligence (EI) and learning styles in relation to different factors in academic setting, the relationship between these two variables still necessitates more exploration and deeper study, especially in the Iranian context. To this end, 60 English for Academic Purposes (EAP) learners were recruited to fill out the Farsi version of Emotional Intelligence Scale (FEIS-41) and Paragon Learning Styles Inventory (PLSI). The results revealed that the participants achieved the highest score in Optimism/Mood Regulation sub-scale of the FEIS-41. With respect to the four dimensions of PLSI, Sensing, Feeling, Judging and Extrovert were the participants’ preferred learning styles, respectively. Besides, analysis of data illustrated that gender did not affect their EI and learning styles preferences. Furthermore, the significance of 9 out of 12 computed correlations between three sub-skills of FEIS-41 and four dimensions of PLSI indicated the existence of correlation between EI and learning styles preferences of Iranian EAP learners. 相似文献
6.
随着教学主体成为语言教学研究的重点,学习者的学习风格受到了外语教师和外语教学研究者们极大的关注。近年来,在大班大学英语教学中,学习者的学习风格与教师的教学风格失配的矛盾日益凸显,并给教学效果带来了消极影响。教师选用基于学习者学习风格的教学策略,形成能为大多数学习者所接受的兼容型教学风格,可缓解风格失配的矛盾,从而实现教与学的统一。 相似文献
7.
The present study examined the association between students’ perceived general learning environment and their thinking styles (a specific term for ‘intellectual styles’). Seven hundred and fifty-two undergraduates in Shanghai responded to the Thinking Style Inventory-Revised II and the Inventory of Students’ Perceived Learning Environment. Results indicated that students’ perceived learning environment statistically predicted their thinking styles beyond gender, grade, major, and socio-economic status. Specifically, constructivist-oriented teaching, as well as peer morale and identities, were mainly associated with thinking styles that are characterised by cognitive complexity, nonconformity, autonomy and low degrees of structure (known as Type I styles), while clear goals and coherence of curricula mainly statistically predicted thinking styles that are characterised by cognitive simplicity, conformity, authority, and high degrees of structure (known as Type II styles). Student–student cooperation, the nature of assessment and assignments and learning facilities also statistically contributed to thinking styles to varying extents. The implications and limitations of the present findings are discussed. 相似文献
8.
A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study 总被引：2，自引：1，他引：2
Hybrid learning, or blended learning, has become an interesting learning delivery method in recent years. Many universities have sought to develop their own hybrid learning courses as another option for students and instructors who prefer to replace some portion of traditional face-to-face meeting time with online instruction. This paper provides some pragmatic guidance for establishing hybrid learning courses in universities. The authors focus on the use of information technology, as well as the development and the design of the course content. The paper also illustrates a case study of hybrid learning courses at NJIT. The research results showed no significant difference between the performance of the students who took a course in hybrid mode versus the performance of those who took the identical course in distance learning mode. Some positive feedback in terms of perceived benefit from the hybrid course instruction and course materials was obtained from the students. The student learning styles were also investigated. The results demonstrated that the majority of students who participated in the hybrid learning course are active/sensing/sequential/visual learners. Most of them preferred visual presentations to verbal explanations. The research results also revealed the difference between learning styles of students with high performance, and those with low performance. 相似文献
9.
基于建构主义学习理论、社会文化学习理论和认知理论的混合式学习方法正日益受国内外教育的关注,混合式学习方法(Blended Learning)结合了基于网络平台的自主学习和以教师为协助者的课堂教学的优势。该文通过教学实践来探究写作教学中应用混合式教学模式的可行性和有效性。此次研究通过测试收集数据,采用SPSS统计软件进行数据分析,分析结果表明接受混合式教学模式的学生通过写作课堂教学后在认知学术语言水平(CALP)方面优于接受传统教学法的学生。笔者期望本研究能对教师在日常写作教学中设计和使用混合式教学模式有所启示。 相似文献
10.
Xi Xiang Yan Liu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1865-1881
There is a dearth of research concerning the learning effects of web-based mapping tools on students with different learning characteristics. This study investigates the extent that different learning styles exert an influence on spatial thinking of students within a web-based GIS mapping environment. Thirty six sophomores utilized the tools over one semester in a course guided by a blended learning approach. A learning style inventory, a self-rating questionnaire and a survey were administered to these students to examine their learning styles, the development of their spatial thinking skills as well as factors influencing the enhancement of their spatial thinking skills. Results show that all learners have improved their spatial thinking skills after interacting with the GIS mapping tools. However, the visual and auditory learners have improved significantly more than the kinaesthetic learners (p = 0.024). The survey result from students shows that such differences may be attributable to the design of the web interface that matches the learning styles of the visual and auditory learners better than with that of the kinaesthetic learners. Our findings contribute to the current debate on students’ learning styles as well as to help instructional designers and educators optimize learning in spatial thinking through personalized learning design. 相似文献
11.
新技术的快速发展促进了情境感知泛在学习的进展。情境感知泛在学习利用移动、无线通讯技术和传感技术检测真实世界中学习者的学习行为并给他们提供直接的、个性化的学习支持。但是,是否每一个学生都能受益于这样一种新型的泛在学习形式仍然受到人们的质疑并成为一个值得进一步讨论的问题。同时,认知风格经常被教育者认为是在新的学习环境中影响学生学习效能的一个重要因素。作者试图通过在一个情境感知的移动学习环境中开展蝴蝶辨别的学习活动来研究学习者不同的学习风格之间的差异。 相似文献
12.
武选民 《连云港职业技术学院学报》2011,24(4):18-21
感知学习风格是指学习者在获取信息、处理信息时在视觉、听觉和动觉等方面所表现出的一种偏向认知方式。通过问卷调查的方式,分别对高职院校统招生、单招生及艺术类学生的感知学习风格进行了比较研究。结果显示：（1）统招生感知学习风格明显偏向于视觉型,而单招生和艺术类学生则明显偏向于触觉型;（2）统招生中,女生感知学习风格明显偏向于视觉型,男生明显偏向于触觉型,而艺术类男女生感知学习风格偏向与统招生正好相反,即男生明显偏向于视觉型,而女生则明显偏向于触觉型;（3）单招生男女生感知学习风格偏向不明显。 相似文献
13.
本文采用问卷调查的形式,探索中职学生的英语学习风格偏好。结果表明中职生的英语学习风格偏向于视觉型、听觉型、外向型、严谨型、整体型、分析型的学习风格,在感知学习风格、个性学习风格、感知学习风格三个大组中,属于混合风格的学生比例都较小。年级变化是影响学习风格分布的最大变量,男女学生在严谨/随意型学习风格构成有显著性差异。研究结果能敦促中职英语教师基于中职学生的学习风格改变教学策略,从而促进英语语言学习的成功。 相似文献
14.
Language learning style, serving as one of the elements of individual differences in foreign language learning, has substantial significance of research for EFL teaching. Males' and females' language learning styles are quite different. This paper illustrates the gender differences in language learning styles from sensory, cognitive and personality perspectives, and offers some suggestions for EFL teaching. 相似文献
15.
网上语言学习作为一种时新学习趋势正在悄然兴起。在影响语言学习的各种因素中,性别差异毋庸置疑将被给予特别的重视。此研究从生理与认知差异的不同角度,分析了两性差别,并以分析这种差别对于网上语言学习所带来的对学习成果的影响为目的。此研究主要通过问卷调查的形式,样本来自50位大学在校学生和来自不同背景的社会在职人员。研究的结果表明性别差异的确在网上语言学习的质量方面起着重要的作用,并且对网上语言学习者和基于网上学习的研究者都有着重要的指导作用。 Keywords:languagelearning;genderdiffer ence;web-basedlearning 相似文献
16.
Piret Luik Marina Lepp Lidia Feklistova Merilin Säde Marili Rõõm Tauno Palts 《International Journal of Lifelong Education》2020,39(3):305-318
ABSTRACT MOOCs for learning the basics of programming have become popular among people with a diverse range of backgrounds, interests and learning contexts. Studies show that learners who enrol in MOOCs tend to have different motivation from learners in traditional courses, but it is not known how motivation differs for people with different backgrounds. This study aims to describe how the motivational factors behind enrolment in programming MOOCs relate to learners’ characteristics. The data were gathered in the spring of 2017 with a motivation scale (FIEM) from 1,536 participants of the MOOC ‘About Programming’. Using comparative analysis, differences in motivational factors between groups by gender, employment status and previous experiences in programming were found. Correlational analysis revealed that educational level, age and self-evaluated probability of completing the MOOC were also related to motivational factors. Different people are motivated by different factors, indicating that this knowledge could be used to design interesting and motivating programming MOOCs, which are relevant to learners with various backgrounds. 相似文献
17.
网上语言学习作为一种时新学习趋势正在悄然兴起。在影响语言学习的各种因素中,性别差异毋庸置疑将被给予特别的重视。此研究从生理与认知差异的不同角度,分析了两性差别,并以分析这种差别对于网上语言学习所带来的对学习成果的影响为目的。此研究主要通过问卷调查的形式,样本来自50位大学在校学生和不同背景的社会在职人员。研究的结果表明性别差异的确在网上语言学习的质量方面起着重要的作用,并且对网上语言学习者和基于网上学习的研究者都有着重要的指导作用。 Keywords:languagelearning;genderdiffer ence;web-basedlearning 相似文献
18.
李芳 《湖南城市学院学报》2012,(3):74-76
学习者的个体差异越来越受到外语教师的关注,学习风格是学生个体差异的一部分,对学习风格的研究有助于教师进一步了解学生的个体差异,做到因材施教,促进外语教学改革.女性作为现代社会个体的一部分,其社会作用日益明显,女性的学习风格因此越来越被教育界所关注.从性别的视角下探讨女性学习风格特点与类型并加以充分利用,具有重要的教育实践价值,并对促进女性发展具有深远的社会意义 相似文献
19.
In various societies, language domains are stereotypically associated with females. Yet, few studies have investigated the exact content of such female-language stereotypes, or whether they lead to stereotype threat effect among language learners. A questionnaire was distributed to 1,165 learners of English as a Foreign Language (EFL) from eight high schools in China, and participants were found to stereotypically regard female learners more positively in three aspects of English learning: aptitude, affect and achievement. Compared to boys or junior students, girls and more senior ones had stronger stereotypes. A subsequent field experiment was conducted on 427 students from a ninth school, revealing that priming female-language stereotypes prior to an English test impaired boys’ performance when English competence was controlled for. The studies suggest that male EFL learners were adversely portrayed and affected by the female-language stereotypes. Educational implications, particularly for language learners and educators, and policy-makers, are discussed. 相似文献
20.
黄滢 《重庆职业技术学院学报》2014,23(6):127-131
本文根据Reid的感知学习风格和Schmitt的词汇学习策略分类,通过问卷调查方式,调查了128位高职英语学习者的感知学习风格倾向和词汇学习策略运用特点及两者的相关性。研究结果表明:该群体最倾向于独立和视觉风格而最不倾向于合作型学习风格;最常用记忆、认知策略而少用元认知和社会策略;感知学习风格影响学习策略的选择,风格与策略多处显著相关。 相似文献