認知風(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)該以所教對象以及所教對象的學(xué)習(xí)過程和學(xué)習(xí)特點為基礎(chǔ)來組織教學(xué)的各個環(huán)節(jié)。這里的學(xué)習(xí)特點就包括學(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。 此研究主要從認知的角度也就是場依存/場獨立認知風(fēng)格的角度來探討相關(guān)問題。束定芳，莊智象（2008）曾指出早在上個世紀(jì)70年代就有學(xué)者對學(xué)習(xí)風(fēng)格進行研究，他們認為在課堂環(huán)境下場獨立型學(xué)習(xí)者比場依存型的更具有優(yōu)勢，但在這方面的研究還缺少實驗的證據(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)境需要不同的認知風(fēng)格和學(xué)習(xí)策略。基于此，作者提出假設(shè)即不同的學(xué)習(xí)任務(wù)需要不同的認知風(fēng)格，不同認知風(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)性則說明場獨立型學(xué)習(xí)者在課堂教學(xué)中占優(yōu)勢，且與學(xué)習(xí)任務(wù)...

【文章頁數(shù)】：69 頁

【學(xué)位級別】：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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