【摘要】：本研究通過查閱國內(nèi)外文獻(xiàn),對學(xué)習(xí)風(fēng)格的定義、構(gòu)成要素、研究現(xiàn)狀和發(fā)展趨勢、測量工具影響因素等相關(guān)理論進(jìn)行總結(jié)和梳理。并在此理論研究的基礎(chǔ)上,結(jié)合自己的工作實(shí)踐,進(jìn)行調(diào)查研究和個案分析研究。研究采用學(xué)習(xí)風(fēng)格量表對高一年級不同層次班級的學(xué)生不同學(xué)業(yè)成就水平的學(xué)生進(jìn)行調(diào)查。同時(shí)對高二物理生物組合的班級49名學(xué)生先采取前后測的試驗(yàn)方法,再對被試群體進(jìn)行學(xué)法指導(dǎo)。研究主要考察學(xué)習(xí)風(fēng)格是否會對學(xué)生的學(xué)業(yè)成就的取得有影響;各種學(xué)習(xí)風(fēng)格類型對學(xué)業(yè)成就取得的影響大小;針對不同學(xué)習(xí)風(fēng)格類型給予學(xué)法指導(dǎo)有利于學(xué)業(yè)成就的取得。通過研究得出以下結(jié)論:(1)學(xué)業(yè)成就與學(xué)生的學(xué)習(xí)風(fēng)格類型都存在顯著性相關(guān)性,且具有統(tǒng)計(jì)學(xué)意義。尤其是序列型/綜合型的學(xué)習(xí)風(fēng)格與學(xué)生的學(xué)業(yè)成就相關(guān)性最高,相關(guān)系數(shù)r=0. 47**,達(dá)到0.001的顯著性水平�；貧w分析顯示,不同的學(xué)習(xí)風(fēng)格都對學(xué)業(yè)成有顯著或極其顯著的影響(P=0. 000-0. 048),其中序列/綜合學(xué)習(xí)風(fēng)格的標(biāo)準(zhǔn)回歸系數(shù)在0.3以上,表明序列/綜合型學(xué)習(xí)風(fēng)格對對學(xué)業(yè)成就的影響最大;(2)不管是何種學(xué)習(xí)風(fēng)格類型,在中分者的分布是最集中的,呈中間多,兩頭少的趨勢,符合一般事物的正態(tài)分布情況,且通過卡方檢驗(yàn),顯著性水平都在0.05以上;(3)視覺性和序列性學(xué)習(xí)風(fēng)格類型在學(xué)業(yè)成就三個層次都有影響,沉思型學(xué)習(xí)者更能夠取得中等以上的學(xué)業(yè)成就;(4)動覺型的學(xué)習(xí)風(fēng)格更加適合理科的學(xué)習(xí),視覺型和言語型更加適合文科的學(xué)習(xí);(5)進(jìn)行有針對性系統(tǒng)的學(xué)法指導(dǎo),有利于不同學(xué)習(xí)風(fēng)格類型學(xué)習(xí)者實(shí)現(xiàn)優(yōu)勢互補(bǔ),從而促進(jìn)學(xué)業(yè)成就的提高。論文最后對全文進(jìn)行了總結(jié)分析,并分別從個人層面和學(xué)校層面提出了不同學(xué)習(xí)風(fēng)格的學(xué)習(xí)建議。
[Abstract]:Through consulting the domestic and foreign literature, this study summarizes and combs the relevant theories such as the definition of learning style, the constituent elements, the research status and development trend, and the influencing factors of measurement tools and so on. On the basis of this theoretical research, combined with their own work practice, the investigation and case analysis are carried out. The study used the Learning style scale to investigate the students with different academic achievement levels in different classes in the first year of senior high school. At the same time, 49 students in the physical and biological combination of senior two took the pre-and post-test method first, and then instructed the subjects to learn the method. The main purpose of this study is to investigate whether the learning style has an effect on the achievement of academic achievement, the influence of different types of learning style on the achievement of academic achievement, and the influence of different learning style types on the achievement of academic achievement, and the guidance of learning methods for different types of learning style is beneficial to the achievement of academic achievement. Through the study, the following conclusions are drawn: (1) there is a significant correlation between academic achievement and students' learning style types, and there is statistical significance. In particular, the sequential / comprehensive learning style has the highest correlation with students' academic achievement, and the correlation coefficient is r 鈮，

本文編號：2475718