learning style
What is learning style?
* It comes from general psychology. * It refers to the characteristic ways in which individuals orientate to problemsolving.
看看图中有几颗心？
Learning style
Field dependence Field Independence the ability to find those hidden monkeys hinged upon your field-independence style, enables you to distinguish parts from a whole, to concentrate on sth.( like reading a book in a noisy train station)
Kenneth Pike, 1976
Personality
Understanding how human beings feel and respond and believe and value is an important aspect of a theory of SLA.
Personality
‘language is behavior, that is, a phase of human activity which must not be treated in essence as structurally divorced from the structure of nonverbal human activity…’
Field Independence
Field: learning environment
In referring to a set of thoughts, ideas, or feelings from which your task is to perceive specific relevant substes.
Learning style
FI and FD are not in complementary distribution within an individual. They coexist and vary in different contexts. It may be incorrect to assume that learners should be either FI or FD; they have general inclinations.
Naiman et al. 1978;Hansen & Stansfield.1981. etc.
A study of English-speaking eight, tenth, and twelfth graders who were learning French in Toronto (107)
Learning style
Visual and Auditory styles Reflectivity and impulsivity Ambiguity Tolerance Left and Right- brain Function
Personality
Many language teachers believe that personality of language learners constitutes a major factor contributing to success or failure in language learning. Many language learners hold the same idea.
Learning style
j
Those who are more FI tend to be more
independent, competitive and self-confident.
Learning style
1. ( matures to.
j
) incrrning style
“cognitive, affective and physiological
traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment”
Adult SLA learners close-testing
Learning Style
Second hypothesis It may conclude that FD persons will be successful in learning the communicative aspects of L2, by virtue of their empathy, social outreach and perception of other people. * No supportive evidence (test)
Paradoxical?
How could field dependence be most important on the one hand and field independence equally important? The answer to the paradox would appear to be that clearly ( ) are important.
Paradoxical?
How could field dependence be most important on the one hand and field independence equally important?
Learning style
Actually, the two hypotheses deal with two different kinds of language learning. one implies natural, face-to-face communication, whereas the other involves the familiar classroom activities: drills, exercises, tests, and so forth.
Learning style
Characteristics of FD
Holistically perceive the whole concentrate on the general
j
CFI
analytically
distinguish parts from a whole concentrate on the separate variables
Learning style
Field dependence
is the tendency to be “dependent” on the total field so that the parts embedded within the field are not easily perceived, though that total field is perceived more clearly as unified whole.
Learning style
FD learners are believed to operate holistically, i.e. they see the field as a whole, whereas FI learners operate analytically, i.e. they perceive the field in terms of its component parts.
A test of field independence A high score on such embedded-figures tests indicates field independence, but low score does not necessarily imply relatively high field dependence.
Learning style
How does this relate to SLA?
Learning style
First hypothesis FI is related to classroom learning that involves analysis, attention to details and mastering of exercises, drills, and other focused activities. Supportive research
Learning style
Persons who are more predominantly FD tend to be more socialize, to derive their self-identity from persons around them, and more empathic and perceptive of the feelings and thoughts of others.
Field may be
perceptual
more abstract
3 domains
We find that affective, physical, and cognitive domains merge in learning styles. Learning styles
affective Physical cognitive
第十二讲learning style
• Perceptual learning styles
• visual, aural/auditory, and haptic (kinesthetic & tactile)
• Visual Learners
They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
• ORIGINS OF OUR LEARNING STYLES • For many of us, our learning style preference results from the kind of processing our brain “specializes” in. • Left Brain Processing – concentrates more on tasks requiring verbal competence, such as speaking, reading, thinking, and reasoning.
• A person's learning style has to do with the way he or she processes information in order to learn it and then apply it. • No one approach or style is more or less effective than any other. What does matter is whether it is suited to a particular everyday task or academic situation. • By understanding different 'learning styles' teacher may gain insights into ways of making academic information more accessible to our diverse groups of learners. • Most students learn best when the style of presentation is in agreement with their preferred learning style. • Learning style is the application of a particular cognitive style to a learning activity. It is seen as relatively fixed.
英语作文 学习方式(Learning Styles)-精品
学习方式(Learning Styles)educators have known for a long time that people learn in different ways. that is why teachers present information in various forms. for example, as well as explaining a new language, language teachers often provide other learning experiences such as books, charts, videos, audio cassettes,songs, debates and group work. in this way, all students in a class have an opportunity to learn in the way that best suits them.in the last 50 years or so, researchers have been studying learners in an attempt to identify all thepossible learning styles that humans use. they have found that we can very roughly divide people into three groups those who learn best through seeing, those who learn best through listening and those who learn best through moving, doing or touching.some research has identified eight distinct learning styles, and researchers have made up tests to find out which of these learning styles best suits different people. these tests show that, although most people have one dominant style of learning, they are also able to use other learning styles effectively. some people even seem to have many different learning styles.the advantage of knowing what kind of learner you are is that you can then study in the way that best suits your learning style.学习方式(Learning Styles) 相关作文:应当禁止危险运动(Dangerous Sports Should Be Banned)社会实践在教育中的作用(Social Practice in Education)读书的好处(The Benefit of Reading Books)金融危机英语作文三鹿问题奶粉英语作文是否应该取缔爆竹?(Should Firecrackers Be Banned?) 英语四级作文2019年05月29日。
learning style 测试
learning style 测试此测试通过判断个人在学习过程中4个不同方面的偏好，确定其学习方式并针对性提出更有效学习的方法。
测试分4小部分，每一部分11道题。
选择“1”加1分，选择“2”不加分。
分别统计4小部分的分数便可得到最终结果。
1.I understand something better after I:1.try it out2.think it through2.I am more likely to be considered:1.outgoing2.reserved3.The idea of doing homework in groups, with one grade for the entire group:1.appeals to me2.does not appeal to me4. When I am learning something new, it helps me to:1.talk about it2.think about it5.In a study group working on difficult material, I am more likely to:1.jump in an contribute ideas2.sit back and listen6.In classes I have taken:1.I have usually gotten to know many of the students2.I have rarely gotten to know many of the students7.When I start a homework problem, I am more likely to:1.start working on the solution immediately2.try to fully understand the problem first8.I prefer to study:1.in a group2.alone9.I would rather first1.try things out2.think about how I am going to do it10.I more easily remember:1.something I have done2.something I have thought a lot about11.When I have to work in a group on a project, I first want to:1.have "group brainstorming" where everyone contributes ideas2.brainstorm individually and then come together as a group to compare ideasSensing/Intuitive1.I would rather be considered:1.realistic2.innovative2.If I were a teacher, I would rather teach a course:1.that deals with facts and real life situations2.that deals with ideas and theories3.I find it easier:1.to learn facts2.to learn concepts4.In reading nonfiction, I prefer:1.something that teaches me new facts or tells me how to do something2.something that gives me new ideas to think about5.I prefer the idea of:1.certainty2.theory6.I am more likely to be considered1.careful about the details of my work2.creative about how to do my work7.When I am reading for enjoyment, I like writers to:1.clearly say what they mean2.say things in creative, interesting ways8.When I have to preform a task, I prefer to:1.master one way of doing ite up with new ways of doing it9.I consider it high praise to call someone:1.sensible2.imaginative10.I prefer courses that emphasize:1.concrete material (facts, data)2.abstract material (concepts, theories)11.When I am doing long calculations:1.I tend to repeat all my steps and check my work carefully2.I find checking my work tiresome and have to force myself to do itVisual/Verbal1.When I think about what I did yesterday, I am most likely to get:1.a picture2.words2.I prefer to get new information in:1.pictures, diagrams, graphs, or maps2.written directions or verbal information3.In a book with lots of pictures and charts, I am likely to:1.look over the pictures and charts carefully2.focus on the written text4.I like teachers who:1.put a lot of diagrams on the board2.spend a lot of time explaining5.I remember best1.what I see2.what I hear6.When I get directions to a new place, I prefer:1.a map2.written instructions7.When I see a diagram or sketch in class, I am most likely to remember:1.the picture2.what the instructor said about it8.When someone is showing me data, I prefer1.charts or graphs2.text summarizing the results9.When I meet people at a party, I am more likely to remember:1.what they look like2.what they said about themselves10.For entertainment, I would rather1.watch television2.read a book11.I tend to picture places I have been:1.easily and fairly accurately2.with difficulty and without much detailSequential/Global1. I tend to:1.understand the details of a subject but may be fuzzy about its overall structure2.understand the overall structure but may be fuzzy about the details2.Once I understand1.all the parts, I understand the whole thing2.the whole thing, I see how the parts fit3.When I solve math problems:1.I usually work my way to the solutions one step at a time2.I often just see the solutions but then I have to struggle to figure out the steps to get to them4. When I am analyzing a story or a novel1.I think of the incidents and try to put them together to figure out the themes2.I just know what the themes are when I finish reading and then I have to go back and find the incidents that demonstrate them5.It is more important to me that an instructor:y out the material in clear sequential steps2.give me an overall picture and relate the material to other subjects6.I learn:1.at a fairly regular pace. If I study hard, I'll "get it"2.in fits and starts. I'll be totally confused and then suddenly it all "clicks"7.When considering a body of information, I am more likely to:1.focus on the details and miss the big picture2.try to understand the big picture before getting into the details8.When writing a paper, I am more likely to:1.work on (think about or write) the beginning of the paper and then progress forward2.work on (think about or write) different parts of the paper and then order them9.When I am learning a new subject, I prefer to:1.stay focused on that subject, learning as much about it as I can2.try to make connections between the subject and related subjects10.Some teachers start their lectures with an outline of what they will cover. Such outlines are:1.somewhat helpful to me2.very helpful to me11.When solving problems in a group, I would be more likely to:1.think of the steps in the solution process2.think of the possible consequences or applications of the solutions in a wide range of areasScoring for Learning Style QuizActive/Reflective.Score of:11 or 10 = You have a very strong preference for ACTIVE learning.9 or 8 = You have a moderate preference for ACTIVE learning7 or 6 = You have a balanced preference for both ACTIVE and REFLECTIVE learning but may have a mild preference for active learning5 or 4 = You have a balanced preference for both ACTIVE and REFLECTIVE learning but may have a mild preference for reflective learning3 or 2 = You have a moderate preference for REFLECTIVE learning1 or 0 = You have a very strong preference for REFLECTIVE learningSensing/IntuitiveScore of:11 or 10 = You have a very strong preference for SENSING learning.9 or 8 = You have a moderate preference for SENSING learning7 or 6 = You have a balanced preference for both SENSING AND INTUITIVE learning but may have a mild preference for sensing learning5 or 4 = You have a balanced preference for both SENSING AND INTUITIVE learning but may have a mild preference for intuitive learning3 or 2 = You have a moderate preference for INTUITIVE learning1 or 0 = You have a very strong preference for INTUITITVE learningVisual/VerbalScore of:11 or 10 = You have a very strong preference for VISUAL learning.9 or 8 = You have a moderate preference for VISUAL learning7 or 6 = You have a balanced preference for both VISUAL AND VERBAL learning but may have a mild preference for visual learning5 or 4 = You have a balanced preference for both VISUAL AND VERBAL learning but may have a mild preference for verbal learning3 or 2 = You have a moderate preference for VERBAL learning1 or 0 = You have a very strong preference for VERBAL learningSequential/GlobalScore of:11 or 10 = You have a very strong preference for SEQUENTIAL learning.9 or 8 = You have a moderate preference for SEQUENTIA L learning7 or 6 = You have a balanced preference for both SEQUENTIAL AND GLOBAL learning but may havea mild preference for sequential learning5 or 4 = You have a balanced preference for both SEQUENTIAL AND GLOBAL learning but may havea mild preference for global learning3 or 2 = You have a moderate preference for GLOBAL learning1 or 0 = You have a very strong preference for GLOBAL learningLEARNING STYLES AND STRATEGIESRichard M. FelderHoechst Celanese Professor of Chemical EngineeringNorth Carolina State UniversityBarbara A. SolomanCoordinator of Advising, First Year CollegeNorth Carolina State UniversityACTIVE AND REFLECTIVE LEARNERS• Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first.•"Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response.•Active learners tend to like group work more than reflective learners, who prefer working alone.•Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done.How can active learners help themselves?If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it.How can reflective learners help themselves?If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don't simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively.SENSING AND INTUITIVE LEARNERS•Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships.•Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class.•Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often morecomfortable than sensors with abstractions and mathematical formulations.•Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors.•Sensors don't like courses that have no apparent connection to the real world; intuitors don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations.Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild. To be effective as a learner and problem solver, you need to be able to function both ways. If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking.How can sensing learners help themselves?Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates.How can intuitive learners help themselves?Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don't like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your resultsVISUAL AND VERBAL LEARNERSVisual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners, which means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally.How can visual learners help themselves?If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available.Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color.How can verbal learners help themselves?Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining.SEQUENTIAL AND GLOBAL LEARNERS•Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."•Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects.How can sequential learners help themselves?Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be.How can global learners help themselves?If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering toexplain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you get the big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don't lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.。
Perceptual Learning Style Preference Questionnaire
Perceptual Learning Style Preference Questionnaire Joy Reid (1984)Directions:People learn in many different ways. For example, some people learn primarily with their eyes (visual learners) or with their ears (auditory learners); some people prefer to l earn by experience and /or by “hands-on” tasks (kinesthetic or tactile learners); somepeople learn better when they work alone while others prefer tolearn in groups.This questionnaire has been designed to help you identify the way(s) you learn best – theway(s) you prefer to learn.Read each statement on the following pages. Please respond to the statements AS THEY APPLY TO YOUR STUDY OF SECOND/FOREIGN LANGUAGE.Decide whether you agree or disagree with each statement. And then indicate whether you:Strongly Agree (SA)Agree (A)Undecided (U)Disagree (D)Strongly Disagree (SD)Please respond to each statement quickly, without too much thought. Try not to change your responses after you choose them. Please answer all the questions.PERCEPTUAL LEARNING STYLE PREFERENCEQUESTIONNAIRESA A U D SD 1. When the teacher tells me the instructions Iunderstand better.2. I prefer to learn by doing something in class.3. I get more work done when I work withothers.4. I learn more when I study with a group.5. In class, I learn best when I work withothers.6. I learn better by reading what the teacherwrites on the chalkboard.7. When someone tells me how to dosomething in class, I learn it better.8. When I do things in class, I learn better.9. I remember things I have heard in classbetter than things I have read.10. When I read instructions, I remember thembetter.11. I learn more when I can make a model ofsomething.12. I understand better when I read instructions.13. When I study alone, I remember thingsbetter.14. I learn more when I make something for aclass project.15. I enjoy learning in class by doing experiments.16. I learn better when I make drawings as I study.17. I learn better in class when the teacher givesa lecture.SA A U D SD 18. When I work alone, I learn better.19. I understand things better in class when I participate in role-playing.20. I learn better in class when I listen to someone.21. I enjoy working on an assignment with twoor three classmates.22. When I build something, I remember what I have learned better.23. I prefer to study with others.24. I learn better by reading than by listening to someone.25. I enjoy making something for a class project.26. I learn best in class when I can participate inrelated activities.27. In class, I work better when I work alone.28. I prefer working on projects by myself.29. I learn more by reading textbooks than bylistening to lectures.30. I prefer to work by myself.SELF-SCORING SHEETInstructionsThere are 5 questions for each learning category in this questionnaire. The questions are grouped below according to each learning style. Each question you answer has a numerical value: SA A U D SD5 4 3 2 1Fill in the blanks below with the numerical value of each answer. For example, if you answered Strongly Agree (SA) for question 6 (a visual question), write a number 5 (SA) on the blank next to question 6 below.Visual6 - __ 5__When you have completed all the numerical values for Visual, add the numbers. Multiply the answer by 2, and put the total in the appropriate blank.Follow this process for each of the learning style categories. When you are finished, look at the scale at the bottom of the page; it will help you determine your major learning style preference(s), your minor learning style preference(s), and those learning style(s) that are negligible.SELF-SCORING SHEETVISUAL TACTILE6 - _____ 11 - _____10 - _____ 14 - _____12 - _____ 16 - _____24 - _____ 22 - _____29 - _____ 25 - _____Total_____ x 2 = _____(Score) Total_____ x 2 = _____(Score)AUDITORY GROUP1 - _____ 3 - _____7 - _____ 4 - _____9 - _____ 5 - _____17 - _____ 21 - _____20 - _____ 23 - _____Total_____ x 2 = _____(Score) Total_____ x 2 = _____(Score)KINESTHETIC INDIVIDUAL2 - _____ 13 - _____8 - _____ 18 - _____15 - _____ 27 - _____19 - _____ 28 - _____26 - _____ 30 - _____Total_____ x 2 = _____(Score) Total_____ x 2 = _____(Score)-50 Major Learning Style Preference 38Minor Learning Style Preference 25-37 Negligible 0-24EXPLANATION OF LEARNING STYLE PREFERENCESStudents learn in many different ways. The questionnaire you completed and scored showed which ways you prefer to learn English. In many cases, st udents’ learning style preferences show how well students learn material in different situations.The explanations of major learning style preferences below describe the characteristics of those learners. The descriptions will give you some information about ways in which you learn best.VISUAL MAJOR LEARNING STYLE PREFERENCEYour learn well from seeing words in books, on the chalkboard, andin workbooks. Youremember and understand information and instructions better if you read them. You don’t need as much oral explanation as an auditory learner, and you can often learn alone, with a book. You should take notes of lectures and oral directions if you want to remember the information.AUDITORY MAJOR LEARNING STYLE PREFERENCEYou learn from hearing words spoken and from oral explanations. You may remember information by reading aloud or moving your lips as youread, especially when you are learning new material. You benefit from hearing audio tapes, lectures, and class discussion. You benefit from making tapes to listen to, by teaching other students, and by conversing with your teacher.KINESTHETIC MAJOR LEARNING STYLE PREFERENCEYou learn best by experience, by being involved physically in classroom experiences. You remember information well when you actively participate in activities, field trips, and role-playing in the classroom. A combination of stimuli-for example, an audio tape combined with an activity-will help you understand new material.TACTILE MAJOR LEARNING STYLE PREFERENCEYou learn bes t when you have the opportunity to do “hands-on” experiences withmaterials. That is, working on experiments in a laboratory, handling and building models, and touching and working with materials provide you with the most successful learning situation. Writing notes orinstructions can help you remember information, and physical involvement in class related activities may help you understand new information.GROUP MAJOR LEARNING STYLE PREFERENCEYou learn more easily when you study with at least one other student, and you will be more successful completing work well when you work with others. You value group interaction and class work with other students, and you remember information betterwhen you work with two or three classmates. The stimulation you receive from group work helps you learn and understand new information.INDIVIDUAL MAJOR LEARNING STYLE PREFERENCEYou learn best when you work alone. You think better when you study alone, and you remember information you learn by yourself. You understand new material best when you learn it alone, and you makebetter progress in learning when you work by yourself.MINOR LEARNING STYLESIn most case, minor learning styles indicate areas where you can function well as a learner. Usually a very successful learner can learn in several different ways.NEGLIGIBLE LEARNING STYLESOften, a negligible score indicates that you may have difficulty learning in that way. One solution may be to direct your learning to your stronger style. Another solution might be to try to work on some of the skills to strengthen your learning style in the negligible area.(Adapted from the C.I.T.E. Learning Styles Instrument, Murdoch Teacher Center, Wichita, Kansas 67208. Used with permission.)。
英语作文学习方式learning styles
三一文库（）〔英语作文学习方式learning styles〕Learning StylesEducators have known for a long time that people learn in different ways. That is why teachers present information in various forms. For example, as well as explaining a new language, language teachers often provide other learning experiences such as books, charts, videos, audio cassettes,songs, debates and group work. In this way, all students in a class have an opportunity to learn in the way that best suits them.In the last 50 years or so, researchers have been studying learners in an attempt to identify all the possible learning styles that humans use. They have found that we can very roughly divide people into three groupsthose who learn best through seeing, those who learn best through listening and those who learn best through moving, doing or touching.Some research has identified eight distinct learning styles, and researchers have made up tests tofind out which of these learning styles best suits different people. These tests show that, although most people have one dominant style of learning, they are also able to use other learning styles effectively. Some people even seem to have many different learning styles.The advantage of knowing what kind of learner you are is that you can then study in the way that best suits your learning style.学习方式长期以来教育家们就知道人们的学习方式不尽相同。
学习类型的理论研究简介
学习类型的理论研究简介刘海燕李浩然邹文山东师大教育系(济南250014) 山东师大教科所(济南250014)[摘要]本文系统地阐述了学习类型的有关理论研究，即对学习类型的涵义与特征、构成要素及分类、研究方法和研究趋势作了探讨，便于人们了解学习类型的有关理论问题及研究概况。
关键词学习类型，要素，方法，趋势1 学习类型的涵义学习类型(learning style)又叫学习风格或学习方式。
学习类型的概念最初是由美国纽约州圣·约翰大学的Dunn & Dunn夫妇提出来的。
关于学习类型的涵义，研究者的观点不尽一致。
有的认为学习类型是一种学习方式或学习倾向，如Hunt(1979)认为“学习类型是描述一个学生在教育情境里最有可能的学习方式，它是指学生如何学，而不是指学生已经学到了什么”。
[1]有的认为学习类型是一种方法或策略，如Schmeck(1982)认为“学习类型是一种方法或策略，每个人的学习方法都来自于一些特殊的策略，而这些策略即是一个人学习类型的表现”。
[2]Malcom等人(1981)认为“学习类型是学生在他们的教育经验中碰到问题时所用来解决问题的方法”。
[3]有的将学习类型看作是一组行为表现，如Keefee(1979)认为“学习类型包含认知的、情绪的、心理的行为，这些行为是学习者用来知觉学习环境，与环境交互作用，并向学习环境反映的一种稳定的指标”。
[4]有的则把学习类型看作是一种处事方式，如Gregorc & Ward(1977)认为“教师的教学类型和学生的学习类型，其实就是个人的处事方式”。
[5]还有的人则把学习类型与认知类型(Cognitive Style)看作是同义词，如Kuchinskas较喜欢用“认知类型”来解释一个人对环境反应、行为或适应的方式。
根据上述研究者对学习类型涵义的不同阐述，我们认为对学习类型概念的理解可从以下方面来考虑：(1)学习类型直接参与学习活动，并影响学习效果。
Whatismylearningstyle我的学习风格是什么
Learning Style Survey1continuedS UMMARY O BJECTIVESP REPARATIONM ATERIALS C OMPUTER U SE S UBJECT A REAS T IME R EQUIREDG ROUP S IZEWhat is my learning style?Students use a survey to identify their learning style.Students will . . .•Discuss what a learning style is.• Complete a learning styles survey • Recognize their own learning stylesThis is an informal approach to learning styles. It should be used as an introduction, not asa diagnostic tool. For more information on applying learning style approaches to teaching and learning, select from the many resources available, including Internet resources.Photocopy Learning Style Survey (two pages) and Scoring Procedures worksheets.Learning Style Survey worksheet (two pages)Scoring Procedures worksheet None Any45 minutes plus homework Class, group, individual1.Discuss and define general learning style attributes. Discuss how students do homework and theenvironment in which they work best when completing homework. Ask students to respond to the following two scenes and choose which best describes their style.a)You lie on the floor, with the radio on, munching a snack while you read your Englishassignment.b)You sit at a desk, in a quiet room to read your English assignment.2.Brainstorm other learning styles. (See Scoring Procedures definitions for learning styles.) You mayinclude discussions about classroom and work settings and how they relate to learning. Discussion of negative learning environments may lead to a better understanding of students’ preferred learning envi-ronments.S TEPS3.In either a large group or small groups ask students to share how they do homework. Ask students toshare their discussion with the large group. (Students could present this through role play or “statues.”)4.Give students a copy of the Learning Style Survey worksheet and ask them to complete the worksheetand be prepared to share what they learned about themselves.5.Discuss the three learning styles, using the worksheet information. Explain to students that there aredifferent working environments in the workplace; for example, some people prefer to work where there is lots of visual stimulus and activity, others prefer a “hands on” approach. Some prefer written in-structions, some like graphic images, others like to listen.6.Encourage students to practice the recommended approaches for their type of learner and to be awareof their learning style when exploring possible occupations.V ARIATIONS1. Invite counselor or other teacher to talk about learning styles with the class.2. Compile learning style preferences from the activity above and discuss with class whether the classroommeets those needs. Students investigate and identify ways to modify the classroom environment.3.Invite a School-to-Work teacher or Human Resources manager to talk to the class about the linksbetween learning styles at school and in the workplace.A LLIED A CTIVITIESI Have AttitudesWork, Study, and LeisureChangeWhat is Work?Workplaces and ConditionsUsing CIS Occupation SortEducation and Training beyond SchoolPrioritiesWhat Happens after High School?A SSESSMENT S TRATEGIESStudents will:•Complete the Learning Style Survey and be able to describe their optimal learning environment.S TUDENT W ORKSHEETSLearning Style SurveyScoring ProceduresP ORTFOLIOLearning Style Survey and Scoring Procedures worksheetsC REDITS AND C ITATIONSLearning Assistance Center, University of Hawaii. Reprinted with permission from Jerry Cerny, Honolulu Community College, 1998continuedLearning Style Survey2Learning Style Survey3S ORTINGS T ANDARDSE DUCATIONAL G OALSSubject: AnyGrade Levels: 6, 7, 8, 9CIS Components: NoneCareer-Related Learning Standards:Personal Management, Problem Solving, Employment Foundations, Career Development SCANS:Personal Qualities, Thinking Skills NCDG:Knowledge of the influence of positive self-concept, Knowledge of the benefits of educational achievement to career opportunities ASCA:Academic Development, Career Development, Personal and Social DevelopmentBloom’s Taxonomy: ApplicationIntellectual Operation: Summarization, IllustrationLearning Style SurveyName ____________________ Date _____________ To gain a better understanding of yourself as a learner, you need to evaluate the way you prefer to learn or process information. By doing so, you will be able to develop strategies that will enhance your learning potential. The following survey is a short, quick way of assessing your learning style.This 24-item survey is not timed. Answer each question as honestly as you can.Place a check in the appropriate BOX after each statement.OFTEN SOMETIMES SELDOMcontinuedLearning Style Survey4OFTEN SOMETIMES SELDOMLearning Style Survey5Learning Style Survey6Place the point value on the line next to the corresponding item. Add the points in each column to obtain the preference scores under each heading.OFTEN = 5 POINTS SOMETIMES= 3 POINTS SELDOM= 1 POINTIf you are a VISUAL learner, then by all means be sure that you look at all study materials. Use charts,maps, filmstrips, notes, and flashcards. Practice visualizing or picturing words/concepts in your head.Write out everything for frequent and quick visual review.If you are an AUDITORY learner, then you may wish to use tapes. Tape lectures to help fill in the gaps in your notes. Do listen and take notes, reviewing notes frequently. Sit in the lecture hall or classroom where you can hear well. After you have read something summarize it and recite it aloud.If you are a TACTILE learner, trace words as you are saying them. Facts that must be learned should be written several times. Keep a supply of scratch paper for this purpose. Taking and keeping lecture notes will be very important. Make study sheets.Credited to the Learning Assistance Center, University of Hawaii. Reprinted with permission from Jerry Cerny,Honolulu Community College, 1998Scoring Proceduresfor Learning Style SurveyVISUAL AUDITORY TACTILE NO. POINTS NO. POINTS NO. POINTS 2__________1__________4__________3__________5__________6__________7__________8__________9__________10__________11__________12__________14__________13__________15__________16__________18__________17__________19__________21__________20__________22__________24__________23__________VPS=__________APS=__________TPS=__________VPS = Visual Preference Score APS = Auditory Preference Score TPS = Tactile Preference Score。
learning style
Activists活动型 Doing and Feeling
• They jump into the task. • They base feelings on intuition rather than logical analysis. • They prefer working with others. • They like to listen and then act upon what knowledge they have.
For example,as well as explaining a new language, anguage teachers often rovide
other learning experiences such as books,harts,videos,audio cassettes,songs.
Problem Solvers问题解决型 Doing and Thinking
• They like to solve problems and find practical solutions to practical issues. • The problem or the task is more interesting to them than interactions with others.
• The advantage of k nowing what kind of learner you are is th at you can then study in the way tha t best suits your lear ning style.
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Learning Styles
Unit 4 learning styles and strategies
Metacognitive Strategies
Chamot & O’Malley (1994)
• Planning: Advanced organization; selective attention; self management • Monitoring: Checking for comprehension; monitoring production, self-monitoring while speaking and writing • Evaluating: Checking back; reflecting on what one has learned, judging how well the task has been accomplished
l advance preparation （事先练习） l self-monitoring （自我监控） l delayed production （延迟表达） l self-evaluation（自我评价）
Cognitive Learning Strategies
Chamot & O’Malley (1994) • Manipulating the material to be learned in a specific learning task • Linking new learning to prior knowledge related to particular concepts or processes • Relating learning processes to linguistic demands in the domains of listening, speaking, reading and writing
different_learning_styles
Such differences are the results of different learning objectives.The primary concern in high school was to earn high scores and enter the university of my choice while the chief objective of learning at college is to meet the demand of the time and prepare myself for my future career.
My learning style at college differs a great deal from the one at high school. I will discuss some major differences as follows.
I used to learn the materials mechanically in high school. I followed the teachers’ instructions strictly and learned under the close supervision of both my parents and teachers. Moreover, I learned under pressure and had endless homework to do and lots of tests to take.
睡得晚 sleep late x stay up late√ 紧张的生活 a nervous life x a stressful life √ 布置作业 assign homework √ 学习知识 learn knowledge x acquire Different Learning Styles at High School and College