認(rèn)知風(fēng)格一直是普通心理學(xué)和教育心理學(xué)研究的一個(gè)領(lǐng)域。60年代以來,隨著語言教學(xué)重心從教師轉(zhuǎn)移到學(xué)生,語言(尤其是外語)教育工作者和研究者的研究重心也從教學(xué)方法和過程的研究向?qū)W生語言學(xué)習(xí)過程和語言學(xué)習(xí)者本身特點(diǎn)上轉(zhuǎn)移，并提出“以學(xué)生為中心”的話題�！耙詫W(xué)生為中心”并不是把課堂時(shí)間還給學(xué)生，而是教師的教學(xué)不僅要涉及所教的內(nèi)容，更重要的是應(yīng)該以所教對(duì)象以及所教對(duì)象的學(xué)習(xí)過程和學(xué)習(xí)特點(diǎn)為基礎(chǔ)來組織教學(xué)的各個(gè)環(huán)節(jié)。這里的學(xué)習(xí)特點(diǎn)就包括學(xué)習(xí)的風(fēng)格。不同的學(xué)習(xí)者有不同的學(xué)習(xí)風(fēng)格。 此研究主要從認(rèn)知的角度也就是場(chǎng)依存/場(chǎng)獨(dú)立認(rèn)知風(fēng)格的角度來探討相關(guān)問題。束定芳，莊智象（2008）曾指出早在上個(gè)世紀(jì)70年代就有學(xué)者對(duì)學(xué)習(xí)風(fēng)格進(jìn)行研究，他們認(rèn)為在課堂環(huán)境下場(chǎng)獨(dú)立型學(xué)習(xí)者比場(chǎng)依存型的更具有優(yōu)勢(shì)，但在這方面的研究還缺少實(shí)驗(yàn)的證據(jù)。情況可能是：不同學(xué)習(xí)目的和任務(wù)、不同學(xué)習(xí)環(huán)境需要不同的認(rèn)知風(fēng)格和學(xué)習(xí)策略�；诖耍髡咛岢黾僭O(shè)即不同的學(xué)習(xí)任務(wù)需要不同的認(rèn)知風(fēng)格，不同認(rèn)知風(fēng)格的學(xué)習(xí)者完成相同任務(wù)的表現(xiàn)不同。如果兩者之間存在相關(guān)性則假設(shè)成立。如果兩者之間不存在相關(guān)性則說明場(chǎng)獨(dú)立型學(xué)習(xí)者在課堂教學(xué)中占優(yōu)勢(shì)，且與學(xué)習(xí)任務(wù)...

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter one Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
Chapter two Literature Review
    2.1 Learning Styles
        2.1.1 Definition of Learning Style
        2.1.2 Categories of Learning Style
    2.2 Cognitive Style
        2.2.1 Definition of Cognitive Style
        2.2.2 Categories of Cognitive Style
    2.3 Relationship between Learning Style and Cognitive Style
    2.4 Field-independence and Field-dependence（FI/FD）
        2.4.1 Definition of Field-independent and Field-dependent
        2.4.2 Characteristics of FI/FD learners
    2.5 Relevant Researches on FI/FD at Home and Abroad
        2.5.1 Relevant Researches on FI/FD at Home
        2.5.2 Relevant Researches on FI/FD Abroad
    2.6 Task-Based Language Teaching
        2.6.1 Definition of Task
        2.6.2 Classification of Tasks
        2.6.3 Definition of Task-Based Language Teaching (TBLT)
        2.6.4 Principles of Task-Based Language Teaching (TBLT)
        2.6.5 Researches on Task-Based Language Teaching (TBLT) at Home and Abroad
            2.6.5.1 Researches on Task-based Language Teaching (TBLT) at Home
            2.6.5.2 Researches on Task-based Language teaching (TBLT) Abroad
Chapter Three Theoretical Foundation
    3.1 Theoretical Basis of FI/FD
    3.2 Theoretical Basis of TBLT
        3.2.1 Linguistics Basis：Systemic Functional Linguistics
        3.2.2 Learning Theory Basis
        3.2.3 Teaching Theory Basis
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Test of Embedded Figures
            4.3.1.1 Introduction of the Test of Embedded Figures
            4.3.1.2 Scoring method of Test of Embedded Figures
        4.3.2 Four-task Test
    4.4 Procedure
        4.4.1 Procedure of Test of Embedded Figures
        4.4.2 Procedure of Four-task Test
Chapter Five Data Analysis
    5.1 FD/FI Tendency of the Non-English Major Students in XiHua University
        5.1.1 Two-part Division of TEF
        5.1.2 Three-part Division of TEF
    5.2 The Correlation between FI/FD and Task 1: Predicting
    5.3 The Correlation between FI/FD and Task 2:Co-operating
    5.4 Correlation between FI/FD and Task 3: Concept Mapping
    5.5 Correlation between FI/FD and Task 4: Role Playing
    5.6 Summary
Chapter Six Discussion
    6.1 Discussion of Correlation between FI/FD and Task1
    6.2 Discussion of Correlation between FI/FD and Task2
    6.3 Discussion of Correlation between FI/FD and Task3
    6.4 Discussion of Correlation between FI/FD and Task4
Chapter Seven Conclusion
    7.1 Findings of the Research
    7.2 Application of the Research
    7.3 Limitations of the Research
BIBLIOGRAPHY
附錄A 鑲嵌圖形測(cè)試
攻讀碩士學(xué)位期間發(fā)表論文及科研成果
ACKNOWLEGEMENTS



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