论文摘要
近几十年来,外语教育研究的焦点从如何教转到如何学,外语学习者的主体地位和个体差异越来越引起研究者的重视。个体差异是影响教学活动的一个重要因素,而学习风格是导致学习者个体差异的主要因素之一。因此,学习风格受到了语言研究者的极大关注。在西方,学习风格的实证研究上取得丰硕的成果。而在中国,有关这方面的研究主要是借鉴国外的研究结果,多局限于理论介绍。调查中国学生外语学习风格的实证研究很少,而对于中学生的外语学习风格的研究则更少。本研究的目的是调查高中学生的感知学习风格的偏好分布,并且分析英语学习成绩高分、低分,男生、女生以及文理科学生的感知学习风格的差异。本文采用Joy Reid(2002)的“感知学习风格调查问卷”对江西省抚州市一中高二年级的200多名学生进行感知学习风格的调查。相关数据获得后,再借用SPSS统计软件对其进行了描述性统计和T-检验。调查结果显示,受试者最喜欢的是触觉学习风格,最不喜欢的是视觉学习风格。但总的说来,中学生的感知学习风格呈现综合性和多元性。同时,研究还表明男生和女生在触觉方面差异显著,英语成绩高分者比低分者更喜欢动觉学习风格,文科学生和理科学生在听力和小组学习风格上有明显差异。基于调查研究结果,本文对高中英语教学提出一些建议。首先,确定和了解学生的学习风格,认识到学生学习风格的多样性,尊重每个学生的学习风格。其次,教师应该使教学风格与学生的学习风格相匹配,同时在教学中也应扩展学生多样化的学习风格。再者,教师应采用综合性、多样性的教学方法,为不同学习风格的学生留有余地。最后,教师还可以采用计算机辅助教学,刺激学生的多种感官从而达到更加有效地学习外语。
论文目录
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