摘要
中等职业教育再次振兴的机遇已经来临,学习风格理论能够为中专数学教师实施因材施教的素质教育、改善数学教学提供理论依据。但目前国内对中专生学习风格的研究和学习风格在数学教学上的应用研究还很欠缺或不足。因此,本文研究者选取了上海市普陀区的一所中专学校的06级的全部五个专业的263名学生作为被试进行了研究,得出以下这些结论:
1、中专生学习风格的分布表现出较大的个体差异。中专生最偏爱操作—理智—直觉型与操作—直觉—理智型学习风格,其次是理智—操作—直觉型与直觉—操作—理智型学习风格,然后是理智—直觉—操作型与直觉—理智—操作型学习风格。亦即中专生最偏爱实证操作型学习风格,其次是抽象认知型学习风格,最后是直觉体验型学习风格。
2、中专生对学习风格的偏爱存在性别差异。男生最偏爱理智—操作—直觉型与操作—理智—直觉型学习风格;女生最偏爱操作—直觉—理智型与操作—理智—直觉型学习风格。亦即男生最偏爱抽象认知型与实证操作型学习风格;女生最偏爱实证操作型和直觉体验型学习风格。
3、不同专业的中专生对学习风格的偏爱存在专业差异。
4、中专生对学习风格的偏爱与数学成绩的差异有显著的相关。理智—直觉—操作型与理智—操作—直觉型学习风格的学生的数学学业成绩最优,也即是抽象认知型学习风格的学生的数学学业成绩最优。
5、中专生对数学学习成绩好坏的归因有较大差异。大部分中专生对数学学习成绩好坏的归因是外控型的,少部分是内控型的。
6、采用适当的教学策略可以提高中专生的数学学业成绩。
本研究对中专数学教学提出如下建议:
1、中专数学教师应该帮助学生识辨自己的学习风格;
2、中专数学教师要加强学生的数学学习成绩的归因训练;
3、中专数学教师要尊重学生的学习风格,改革教学策略,实施因材施教。
At a time when secondary vocational education faces an opportunity for rejuvenation, an important role plays Learning Styles Theory, which can offer mathematics teachers, working in secondary vocational schools, a theoretical guidance for reforming their teaching. Nowadays, however, few studies have been done in this respect. Therefore, in this paper we have done research on 263 students from five different majors of a secondary vocational school in PuTuo District, Shanghai, and have drawn the following conclusions:
1. There is an apparent difference in preference for learning styles among students in secondary vocational school. E-R-N and E-N-R are the students’favorite learning styles, while some students prefer R-E-N and N-E-R to R-N-E and N-R-E. That is to say, Empirical learning style is their first choice, with Rational and Noetic coming behind.
2. There is an obvious gender differences in learning styles. Male students prefer R-E-N and E-R-N Learning Styles, while female students prefer E-N-R and E-R-N Learning Styles, which means male students tend to use Rational and Empirical Learning Styles, while female students tend to use Empirical and Noetic Learning Styles .
3. There is a difference in Learning Styles among students in different majors.
4. Students’Learning Styles are significantly correlated with their mathematic academic achievements. Students with R-N-E or R-E-N Learning Styles have the best mathematic academic achievements. That is to say, those with Rational Learning Styles have the best mathematic academic achievements.
5. Student attribute the difference in their achievement to different causes. A majority of students attribute their achievements to external causes, while a minority of students– to internal causes.
6. Proper teaching strategies can be applied to improve students’mathematic academic achievements.
Based on the above conclusions, suggestions are given to mathematic teachers of secondary vocational school at the end of the thesis:
1. Teachers should help students identify their Learning Styles.
2. Teachers should help students analyze the causes of difference of their mathematic academic achievement.
3. Teachers should respect students’various Learning Styles and reform their teaching strategies so that they can teach students in accordance with their aptitudes.
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