新課程改革帶來了教學(xué)觀的四大轉(zhuǎn)變,從以教育者為中心向以學(xué)習(xí)者為中心轉(zhuǎn)變;從教會(huì)學(xué)生知識(shí)向教會(huì)學(xué)生學(xué)習(xí)轉(zhuǎn)變;從關(guān)注學(xué)科向關(guān)注人轉(zhuǎn)變;從重結(jié)論輕過程向重結(jié)論更重過程轉(zhuǎn)變。說明學(xué)生的主體地位和個(gè)體差異性越來越受到重視,而學(xué)習(xí)風(fēng)格和學(xué)習(xí)策略作為學(xué)生個(gè)體差異的重要體現(xiàn),也引發(fā)了教育學(xué)者們的普遍關(guān)注。本研究對(duì)天津市某高中一年級(jí)322名學(xué)生進(jìn)行了問卷調(diào)查,共使用兩個(gè)問卷,Reid(1984)感知學(xué)習(xí)風(fēng)格問卷和Oxford(1989)自陳式語(yǔ)言學(xué)習(xí)策略量表。研究中學(xué)生的感知學(xué)習(xí)風(fēng)格與英語(yǔ)學(xué)習(xí)策略兩者之間的關(guān)系。本文主要關(guān)注三個(gè)問題:1.高中生的感知學(xué)習(xí)風(fēng)格傾向性有什么特點(diǎn)?2.高中生的英語(yǔ)學(xué)習(xí)策略使用情況有什么特點(diǎn)?3.高中生的感知學(xué)習(xí)風(fēng)格與語(yǔ)言學(xué)習(xí)策略之間是否具有相關(guān)性?如果是,存在什么樣的相關(guān)性?通過SPSS軟件對(duì)問卷數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析后,有如下發(fā)現(xiàn):(1)高中生有多種學(xué)習(xí)風(fēng)格傾向,最傾向于聽覺型學(xué)習(xí)風(fēng)格,其次為個(gè)人型、小組型、視覺型、觸覺型,相對(duì)不喜歡動(dòng)覺型學(xué)習(xí)風(fēng)格。(2)高中生英語(yǔ)學(xué)習(xí)策略使用的總體水平中等,為有時(shí)使用。最常使用記憶策略,認(rèn)知策略,其余依次為補(bǔ)償策略、元認(rèn)知策略、社交策略、情感策略...

【文章頁(yè)數(shù)】：88 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Acknowledgements
Chapter1 Introduction
    1.1 Research Background
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter2 Literature Review
    2.1 Learning Style
        2.1.1 The Definition of Learning Style and Perceptual Learning Style
        2.1.2 The Classification of Learning Style and Perceptual Learning Style
    2.2 Learning Strategy
        2.2.1 The Definitions of Learning Strategy
        2.2.2 The Classification of Learning Strategy
    2.3 Theoretical Basis
        2.3.1 Constructivism Learning Theory
        2.3.2 Humanistic Teaching Theory
        2.3.3 Information Processing Theory
    2.4 Researches on the Correlation between Learning Styles and LearningStrategies Abroad and at Home
        2.4.1 Researches on the Correlation between Learning Style and LearningStrategy Abroad
        2.4.2 Researches on the Correlation between Learning Style and LearningStrategy at Home
        2.4.3 Summary about Correlation between Learning Styles and LearningStrategies at Home and Abroad
Chapter3 Research Design
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
    3.4 Research Procedures
    3.5 Data Collection and Analysis
Chapter4 Results and Discussion
    4.1 Results and Discussion of the Overall Characteristics of Senior High SchoolStudents’Tendency of Perceptual Learning Styles
        4.1.1 Results of the Overall Characteristics of Senior High School Students’Perceptual Learning Styles
        4.1.2 Discussion of the Overall Characteristics of Senior High SchoolStudents’Perceptual Learning Styles
    4.2 Results and Discussion of the Overall Characteristics of Senior High SchoolStudents’Use of English Learning Strategies
        4.2.1 Results of the Overall Characteristics of Senior High School Students’Use of English Learning Strategies
        4.2.2 Discussion of the Overall Characteristics of Senior High SchoolStudents’Use of English Learning Strategies
    4.3 Analysis and Discussion of Correlation between Perceptual Learning Stylesand English Learning Strategies
Chapter5 Conclusion
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications
        5.2.1 Implications for Teachers
        5.2.2 Implications for Students
    5.3 Limitations of the Study
    5.4 Suggestions for Future Research
References
AppendixⅠ Perceptual Learning Style Preference Questionnaire
AppendixⅡ Strategy Inventory for Language Learning



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