李麗匣 盧冀偉 孟慶有 劉杰 姚金
摘? 要:在教學中尊重學習風格差異性,對貫徹執(zhí)行OBE“產出導向、學生中心、持續(xù)改進”內涵具有重要作用。采用Kolb學習風格測量表,對68名礦物加工本科生進行了學習風格測量,獲得受測試學生在感知信息和加工信息維度上的學習過程偏好,分析了各學習風格與專業(yè)英語考核成績的相關性。結果表明,66.20%受測試者傾向于采用具體經驗感知方式(發(fā)散型+適應型)解決問題,54.91%的受測試者持積極實踐態(tài)度(同化型+適應型);專業(yè)英語過程性考核、終結性考核、整體考核成績均視為具有正態(tài)性特質,具體經驗感知信息能力與過程性考核成績之間存在顯著的正相關關系,但是各學習風格對整體考核成績不呈現顯著性差異,體現了立體考核方式的合理性。文章研究結果,對專業(yè)英語下一輪教學設計中融入學習風格差異、提高教學質量,具有重要啟示。
關鍵詞:學習風格;學習行為;考核成績;教學設計;專業(yè)認證
中圖分類號:G640 文獻標志碼:A? ? ? ? ?文章編號:2096-000X(2020)35-0082-05
Abstract: To implement the connotation "output-oriented, student-centered, continuous improvement" of OBE, it is important to respect the differences in learning styles in the teaching process. The Kolb learning style measurement table is adopted to measure the learning style of 68 undergraduates in mineral processing, in order to obtain the learning process preferences of the tested students in the dimensions of perception information and processing information and to analyze the relevance between learning style and assessment results of the course Professional English. Results show that 66.20% of the testees tend to use specific experience perception methods (diverger + accommodator) to solve problems, and 54.91% of the testees have a positive practical attitude (assimilator + accommodator). Professional English process assessment, termination assessment, and overall assessment results are considered to have a normal distribution. There is a significant positive correlation between perception information ability of concrete experience and process assessment results, but each learning style does not show significant differences in overall assessment results, reflecting the rationality of the three-dimensional assessment method. The results of this study have important implications for integrating the learning style differences and improving teaching quality in the next round of course-teaching design of Professional English.
Keywords: learning style; learning behavior; assessment results; teaching design; professional accreditation
一、研究背景及目的
OBE倡導以學生為中心[1-2],學習風格是影響課程產出成果的重要變量,中國教育自孔子時代就提倡“因材施教”,踐行OBE理念下教學目標達成,應認真分析受教育者的學習風格,在教學中尊重學習風格的差異性,進行相應教學設計。
Kolb學習理論認為,學習過程建立在二個維度上:感知信息和加工信息維度(圖1),包含四個環(huán)節(jié):具體經驗、反思觀察、抽象概括和主動實踐。學習風格是個體感知和加工信息的偏好[3]:(1)在感知信息緯度存在具體和抽象的差異,即具體經驗(CE)和抽象概念化(AC)。傾向于具體經驗感知世界的學生,喜歡用具體的方式感知外部世界,樂于學習喜歡的或認為重要的知識和學科;而傾向于抽象理解感知世界的學生,常憑借概念和符號進行理解,通過抽象現實途徑認識世界。(2)在信息加工緯度存在觀察和操作的差異,即反思觀察(RO)和主動實踐(AE),傾向于反思觀察(RO)的學生,喜歡以觀察的方式處理信息,通過個人主觀體驗獲得新信息;主動實踐(AE)的學生喜歡以操作方式與環(huán)境互動來處理信息。從而表現出不同的學習風格[4]:(1)以抽象概括和主動實踐兩環(huán)節(jié)為主的聚合型風格;(2)以具體經驗和反思觀察兩環(huán)節(jié)為主的發(fā)散型風格;(3)以反思觀察和抽象概括兩環(huán)節(jié)為主的同化型風格;(4)以主動實踐和具體經驗兩環(huán)節(jié)為主的適應型風格。研究受教育者的學習風格,對教學設計具有重要作用;學生也可更好理解學習本質,發(fā)揮自身學習優(yōu)勢,制定有效學習策略[5]。