摘要
本实验是对280名大学生进行SSBI教学训练的单因素准实验研究,研究结果表明经过SSBI教学训练后学生的英语听、说、读、写成绩都有了显著提高。对教学训练前后的学习策略进行检验后发现,在听力策略、口语策略和阅读策略上存在显著差异,训练后显著高于训练前。对教学训练前后学习风格进行检验后发现,在身体感觉上、如何融入学习环境上、如何记忆材料上和如何处理语言规则上存在显著差异,训练后显著高于训练前。因此,建议在英语课堂教学中创设情境和通过掌握规律来巩固和强化英语知识,同时建议学习者形成适合自己的学习风格和学习策略。
This article is based on a research conducted on 280 college students using the SSBI teaching method based on the learning strategy and leaming style. The result notes a significant increase of students＇ language proficiency after SSBI training. It also witnesses an obvious improvement in students＇ learning strategy on listening, speaking and reading after using the SSBI training. A comparison between the learning style both before and after the SSBI teaching also marks the difference between body feeling, adaptation to learning environment, memorization and dealing with language rules. Therefore, this article suggests that situations conducive to English teaching should be created to consolidate and strengthen the knowledge of English and to acquire knowledge of the law in English learning. Learners are encouraged to develop their own learning styles and learning strategies.
出处
《集美大学学报（教育科学版）》
2014年第3期92-96,共5页
Journal of Jimei University：Education Science Edition
基金
福建省社会科学规划一般项目"基于学习风格与学习策略的教学模式在大学英语教学中的应用"(2011B098)
关键词
教学模式
英语教学
准实验研究
应用
teaching mode
English training
Quasi-Experimental Study
application
