大学英语学习风格与教/学模式之关系探讨

Studies of the Relationship between Learning Styles and Teaching / Learning Models in College English

本文从学习风格的感知方式、社会因素、认知方式、学习过程及人格因素5个维度和教，学模式的合作式、SPICM式、网络辅助式、传统式、任务式出发，对3组非英语专业大学生的学习风格和学习模式进行问卷调查，由此分析学习风格与学习模式的相关关系、教学模式与学习模式的适配情况及其如何影响学习效果。研究发现，学习风格与学习模式存在着不同程度的相关性；由于受不同教学模式的影响，两组受试者的学习效果相差较大，开放式课堂组的教学模式与学习模式适配，封闭式课堂组的教学模式与学习模式失配，由此导致了学习效果的差异。

By employing quantitative research, the authors firstly use closed questionnaires to investigate College non-English-majors＇ trends to learning styles from the perspectives of sensory channels, social factors, cognitive styles, learning processes and personalities. In terms of their preferences for learning models the writers investigate in detail from five types of models as follows, Cooperative Model, SPICM Model, Network Auxiliary Model, Conventional Model and Task-based Model. Then the writers discuss the trends to learning styles and learning models of three groups, which are of definitely different teaching models. Further study is carried out among different research subjects on the correlation between learning styles and learning models, as well as the reciprocal influence they have on learning effect. Later on,the authors investigate the factors that affect the outcome of teaching and learning in class from the 3 different groups respectively. It is found out that different students have different learning styles in many dimensions ; learning styles and learning models have correlations with each other in many dimensions ; because different teaching models influence openclass group and closed-class group, the two groups have different learning effects. For open-class group, teaching model matches well with their learning models. For closed-class group, teaching model does not match with their learning models. Therefore, the two groups have rather different learning effects.