摘要
学习风格体现了学习者的认知偏好,对学习者的学习成效会产生影响。本研究以浙江省一所中等职业学校2018级计算机专业学生为研究对象,首先通过Kolb学习风格模型对研究对象进行学习风格分类,然后采用准实验设计方法,对实验组学生采用混合式教学,控制组学生采用传统课堂讲授式教学,探究学习风格和学习方式对学生学习成绩和学习动机的影响。实验结果表明:混合式教学中发散型、顺应型、收敛型和同化型四种学习风格学生后测成绩相互之间存在显著性差异,但每种学习风格的学生后测成绩相对传统课堂讲授式教学成绩更优;学习方式和学习风格对学生的后测成绩有显著性影响,但对学生的学习动机无显著性影响;混合式教学更适合发散型和顺应型学习风格的学生。因此,在混合式教学中应为学生提供直观形象的学习资源,营造积极主动的学习讨论环境,增加不同学习风格学生的互动,促进不同学习风格学生都能得到进步。
Learning style reflects learners’ cognitive preferences, which has an impact on the learner’s learning outcomes. In this research, the 2018 computer major students of a secondary vocational school in Zhejiang Province were studied. Firstly, the research objects were classified through the Kolb learning style model. Secondly, the study adopted the quasi-experimental design method: the experimental group used blended learning, and the control group students used traditional classroom learning to explore the influence of learning style and learning method on students’ academic performance and learning motivation. The results show that there are significant differences between the post-test scores of the four learning styles of Diverging, Assimilating, Converging and Accommodating in blended learning, the post-test scores of the students in each learning style of the experimental group are better than those of the traditional classroom learning. Learning method and learning style have a significant impact on students’ post-test scores, which have no significant effects on students’ learning motivation. Blended learning is more suitable for students with Diverging and Assimilating learning styles. Therefore, teachers should provide vivid learning resources for students, create a proactive learning and discussion environment, increase the interaction of students with different learning styles in blended learning, and promote the progress of students with different learning styles.
作者
夏旭林
李浩君
姚露霞
陈伟
XIA Xulin;LI Haojun;YAO Luxia;CHEN Wei(Zhejiang University of Technology,Hangzhou Zhejiang 310023;Yuyao No.4 Secondary Vocational School,Ningbo Zhejiang 315470)
出处
《当代职业教育》
2019年第6期80-87,共8页
Contemporary Vocational Education
基金
国家社科基金年度项目“移动设备知识传播的情景感知服务机制及运行实证研究”（编号：16BTQ084）
浙江省科技厅重点研发计划项目“多维度感知交互的虚拟现实关键技术研究及应用”（编号：2018C01080）
关键词
混合式教学
学习风格
实证研究
学习成效
blended learning
learning style
empirical research
learning effectiveness
