学习风格与中美大学生课堂学习行为的关系研究

Exploring the Association between Learning Approaches and Classroom Learning Behaviors Presented by Chinese and American Undergraduates

中美学生存在课堂学习行为差异的现象得到了中外众多教育工作者的关注和讨论。本文作者推测,中美学生在学习风格上存在的结构取向和深度取向的差异,是导致他们表现出不同课堂行为反应的一个原因。本研究采用学习风格量表和课堂学习行为量表对281名中国大学生和206名美国大学生施测。数据分析结果表明,中美学生存在学习风格与课堂学习行为的显著差异;学习风格的结构取向与课堂学习行为呈显著负相关,深度取向与课堂学习行为呈显著正相关;结构取向的学习风格在文化组别与课堂学习行为之间存在部分中介作用,表明结构取向至少能部分地解释中美大学生之间的课堂学习行为差异。

Currently, the phenomenon that American and Chi- nese students present different behavioral traits in the classroom has been intensively discussed. The present study hypothesized that Chinese and Ameri- can students differ in the tendency of assuming a structure - oriented or a depth - oriented approach to learning, and their tendencies in learning approaches at least partly explain their behavioral differences in the classroom. Two measures assessing learning ap- proaches and classroom learning behaviors were im- plemented to 281 Chinese undergraduates and 206 American undergraduates. The results indicated that American and Chinese students differed significantly on the learning behavior measure and on the learning approach measure, the structure - oriented learning approach was negatively and significantly related to classroom learning behavior, the depth -oriented learning approach was positively and significantly re- lated to classroom learning behavior, and the struc- ture- oriented approach partially mediated the rela- tionship between cultural group and classroom learn- ing behavior. It was suggested that the structure - o- riented learning approach at least partially explains the behavioral differences in the classroom presented by Chinese and American students.