步入困境的学习风格理论

Learning Style Theory Stepping into the Predicament

学习风格理论认为,不同的学生有着不同类型的学习风格,根据学生的学习风格类型,选择并实施与之相适应的教学,可以有效促进学生的学习。在教育界盛行多年的该观点近年来受到心理学家的质疑。有关的质疑主要集中在两方面:一是从测量学的角度看,学习风格在测量的方法、测评工具的质量上都存在较大问题;二是从研究证据的角度看,"适应学生学习风格的教学能促进学生学习"这一假设的支持证据极为薄弱,在实践中实施的可行性也较差。这些质疑让学习风格理论步入困境,但未来学习风格理论在分类体系的整合、有效测量工具的开发以及考虑特定情境的影响等方面还有发展空间,教育工作者不能用适应学习风格教学的研究结论来否定个别化教学的价值。

Learning style theory believes that different students have different types of learning styles.Selecting and implementing appropriate instruction based on the type of students'learning styles can effectively promote students'learning.This view,which has been popular in the education circle for many years,has been questioned by psychologists in recent years.The relevant critiques are mainly concentrated on two aspects.First,from the perspective of measurement,the learning style has problems in the methods of measurement and the quality of measurement tools.Second,from the perspective of evidence-based practice,the supporting evidence for the hypothesis of"adapting instruction to students'learning styles can promote students'learning"is extremely weak,and the feasibility of implementation in practice is also poor.These doubts make the learning style theory into a difficult situation,but the future learning style theory has room for development in the integration of classification systems,the development of effective measurement tools,and the consideration of the impact of specific situations.Educators cannot use the findings of instruction adapted to learning styles to deny the value of individualized instruction.