摘要
本研究对２５５名初Ｍ学生认知风格测验与教师教学策略调查结果表明，初中学生存在着认知风格差异，属场依存性学生多于场独立性学生，认知风格与性别差异之间并不存在显著差异，表明初中学生在认知风格方面是总体上的平衡性与发展上的不平衡性的统一，教师的教学策略与教学方法对学生认知风格的形成和发展具有一定影响，教学上应采取与初中学生认知风格相适应的教学方式，以促进学生能力的提高。
The experimental results from 255 students indicate4 that the 2nd graders from junior griddle schoolshad different cognitive styles ; the students of field dependent styles outnumbered those of field independentstyles. Between the cognitive styles and gender difference there wasn't significant distinction. Teachers'teaching strategies and methods had influence on forming and developing the students cognitive styles.Teachers should take steps suitable for the students'cognitive styles in order to promote the students' abilities.
出处
《心理科学》
CSSCI
CSCD
北大核心
1998年第2期115-17,121,共1页
Journal of Psychological Science
关键词
认知风格
场依存性
数学策略
学生
教师
cognitive style, field dependentstyle, field independentstyle, teaching strategy.
