学习者认知风格、教学模式及课程特征对学习者认知信息加工过程的影响

Influence of Students' Cognitive Styles,Teaching Mode and Course Characteristics on Cognitive Information Processing

以中国高等院校培养具有"综合、实践和创新"能力的管理人才为背景,研究了教学信息化中学习者3类认知风格(认知风格自由倾向,认知风格内倾范围和认知风格全局水平)对学习者认知信息加工过程(8个维度)的3种影响。结果表明:学习者3类认知风格对学习者认知信息加工过程具有直接性显著影响;相比采用相称方式,采用交互方式能更好地解释学习者认知风格与教学模式或课程特征间的匹配对学习者认知信息加工过程的影响;认知风格与教学模式或课程特征间的交互匹配视角比直接影响视角,能够更好地解释认知风格对学习者认知信息加工过程的影响,3类认知风格对学习者认知信息加工过程的直接影响无显著性差异,但3类认知风格与教学模式及课程特征间交互匹配的影响却存在显著性差异。研究结果为利用信息技术进行大规模教学服务定制设计提供了理论框架。

Three different impacts of students＇ cognitive styles（liberal leaning cognitive style, internal scope cognitive style and global level cognitive style） upon students＇ cognitive information processing（tested in eight dimensions） were studied based on the managerial talents cultivation with comprehensive, practical and innovative competences in Chinese universities and colleges. The results show that three cognitive styles have a direct and significant influence on the students＇ cognitive information processing. It is better to use the ＇moderation approach＇ than the ＇ matching approach＇ to explain the impact of alignment between cognitive style and the teaching mode or the course characteristics on the students＇ cognitive information processes. The ＇moderation approach＇ can better explain the impact on the students＇ cognitive information processing than the ＇ direct impact ＇perspective. The direct influence of three types of cognitive styles has no significant difference, but they have significant differences when considering the effects of the interaction of various cognitive styles and teaching modes and curriculum characteristics. This study provides a theoretical framework for academic services＇ design by using information technology.