摘要
从学生学习观、学习取向、加工策略和管理策略四个方面构造了一个包括204个题目的大学生学习风格量表,并应用这一量表对西安交通大学3125名一年级大学生实施了调查,在此基础上,采用多种统计方法对有关题目进行了筛选,进而建构了一个具有较高可靠性的、包含112个题目的大学生学习风格量表。研究表明:学生学习观、学习取向、加工策略和管理策略之间存在紧密的联系,由这四个部分中的有关维度构成的大学生学习风格可以分为再现导向、意义导向和情景导向三种类型,采用这三种学习风格的学生各占1/3左右。
Based on the literature review, a diagnostic instrument is constructed that covers four student's learning components, i.e., conception of learning, studying orientations, cognitive processing strategies, and metacognitive regulation strategies. The instrument, which involves 204 topics, was administered to 3125 freshmen from Xi'an Jiaotong University. Factor analyses and other statistic techniques on the data are applied to achieve a more reliable model of student learning containing 112 topics. From these analyses, it is found there is a close tie between learning components: student's conception of learning, studying orientations, cognitive processing strategies, and metacognitive regulation strategies. The learning styles formed of relevant dimensionalities for the four components can be separated into reproduction-directed, meaning-directed and situation directed styles. The number of students adopting each learning style is about one-third.
出处
《西安交通大学学报（社会科学版）》
2003年第3期86-96,F003,共12页
Journal of Xi'an Jiaotong University：Social Sciences
关键词
学习风格
高等教育
大学生
learning styles
higher education
individual difference
