摘要
二十世纪五十年代以来,学习风格作为研究学习者个体差异的重要途径,引起了学者们的极大关注。本研究采用Paulmalcom等人编制的学习风格识辩量变(LSIS)对南昌市240名中学生和120名大学生的学习风格进行了对比研究。结果表明:学生的学习风格逐渐由认知发展较差发展为较好,同时自我概念则由较好发展为较差。学生学习风格基本类型不存在跨越式的变化。大学生在认知发展上明显优于中学生,在自我概念的水平上却比中学生低。同时,大学生学习风格中自我概念方面的差异也较小。在初中阶段,重点中学与非重点中学未出现显著的"大鱼小塘效应",而在高中阶段此效应显著。
Learning styles of learners as an important way for individual differences,caused great concern to scholars since the fifties the twentieth century.This study investigates the learning style of 240 high school students and 120 undergraduates by using LSIS scale.The results show that:Learning styles of students gradually from less developed better cognitive development,and good self-concept development by the poor.Basic types of learning styles there is no change in leaps and bounds.Students in the cognitive development of students are much higher than in the level of self-concept than students low.Meanwhile,the students learning style differences in self-concept is also small.In the middle stage,the main focus of secondary school and non-significant does not appear "big fish small poor effect",while in high school this effect significantly.
出处
《科技广场》
2010年第10期172-175,共4页
Science Mosaic
关键词
中学生
大学生
学习风格
认知发展
自我概念
High School Students
Undergraduate Students
Learning Styles
Cognitive Development
Self-concept