摘要
以浙江省某中职学校高二年级86名学生为研究对象,探讨混合教学模式下学生学习风格与自学能力的关系,研究发现:学生对于日常教学活动有独特的、差异化的认知和感受;被试的学习风格类型中收敛型群体人数最多,同化型人数最少;同化型学习者的自学能力得分最高,且与顺应型、收敛型存在显著差异;学习风格是影响自主学习的重要因素,特定学习行为偏好对自主学习有一定影响。据此提出提升中职学生自学能力的相关建议:教学注重理实结合,顺应学习行为偏好,使用适当的学习策略,坚持理实一体化教学;关注学生内隐学习,增强学习内驱动力,培育中职生良好的自主学习能力。
Taking 86 secondary vocational school students as subjects,this paper discusses the relationship between learning style and selflearning ability,and finds that:first,students have unique and differentiated cognition and feelings about daily teaching activities;second,the number of convergers is the largest and the number of assimilators is the least,and there is no gender or age difference;third,assimilators have the highest score of self-directed learning ability,and there are significant differences with accomodators and convergers;Fourth,convergers perform best in the dimension of information processing,accomodators perform best in the dimension of learning attitude,and assimilators perform best in the other four dimensions.Specific learning behavior preference has a certain influence on self-directed learning.Based on the results of the study,we propose relevant suggestions for improving secondary school students’self-learning ability:teaching should focus on the integration of science and reality,respond to learning behavior preferences,use appropriate learning strategies,and insist on the integration of science and reality;pay attention to students’implicit learning,enhance the internal driving force of learning,and cultivates secondary school students’good self-learning ability.
作者
邱飞岳
张蓓嘉
陈春凤
Qiu Feiyue;Zhang Beijia;Chen Chunfeng(Zhejiang University of Technology,Hangzhou 310023;Hangzhou Xiaoshan Institute of Technology)
出处
《职业技术教育》
北大核心
2022年第23期34-40,共7页
Vocational and Technical Education
关键词
混合教学模式
学习风格
自主学习
LASSI-HS
中职学生
学习策略
blended teaching model
learning style
self-directed learning
LASSI-HS
secondary vocational students
learning strategies
