广州市高一学生生物学习兴趣与感知学习风格的相关性研究

Study on the Relationship between Biological Learning Interest and Perceptual Learning Styles among Students of Grade Ten in Guangzhou

探讨学生生物学习兴趣与感知学习风格的关系,可以为寻找提高生物课堂教学有效性的路径提供参考。采用整群随机抽样法,对广州市高一年级558名学生进行无记名问卷调查。结果表明:学生的感知学习风格和生物学习兴趣均不存在显著的性别差异;适合的感官刺激,对单一感知学习风格类型的学生来说最有意义;触觉型学生的生物学习动机最强,听觉型最弱;未发现让所有感知学习风格类型都满意的生物学习方式;触觉型学生对生物实验教学有明显的偏爱;视觉型和听觉型学生对教师有更多的期待。基于研究发现,提出以下建议:重视生物教学中"讲"的作用,提升学生的逻辑及其运用能力;重视生物教学中"变"的价值,提供多样的学习方式;重视生物教学中"人"的意义,提升教师的个人魅力。

To explore the relationship between students’ interest in biological learning and perceptual learning styles can provide a reference for finding ways to improve the effectiveness of biology classroom teaching. The questionnaire survey was conducted for 558 students of Grade Ten in Guangzhou. The results show that： firstly,there was no significant gender difference between students’ perceptual learning styles and biological learning interest;secondly,the appropriate sensory stimulation is the most significant for the students having a single type; thirdly,students belonging to tactile type have the strongest motivation for biological learning,but those belonging to auditory type are the weakest; fourthly,there is no biological learning method that satisfies all kinds of perceptual learning styles; fifthly, students belonging to tactile type have obvious preference for biological experiment teaching; lastly, students belonging to tactile and auditory type expect more from teachers. Based on the research findings, the following suggestions are proposed： emphasizing the role of “ speak”in biology teaching for improving the use of logic, focusing on the value of “ change”in biology teaching for providing various learning methods,and attaching importance to the meaning of “ human”in biology teaching for enhancing the personal charm of teachers.