Thinking styles: teaching and learning styles in graduate education students

This study investigated the relationship between two intellectual styles approaches: Sternberg’s thinking styles of teachers and Felder and Silverman’s learning styles. Ninety‐five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching Inventory (TSTI) and the Index of Learning Styles Questionnaire (ILS). Several thinking styles from Sternberg’s theory of self‐government were highly to moderately correlated with Felder’s learning styles. The TSTI did not differentiate between master’s and doctoral students, but the ILS did so. Participants differed in their thinking styles in teaching and in their learning styles, based on their educational major.     

语言学习风格与因“风”施教

在语言学习过程中,学习者的学习风格存在着高歧义容忍度与低歧义容忍度、冲动型与沉思型、场依存型与场独立型、整体型与序列型、外向型与内向型的不同。教师应研究和了解学生的学习风格,根据不同的学习风格,采取不同的教学方式,使各种学习风格学生的外语水平都能得以提高。     

浅析教学风格

教学风格是教师在教学过程中体现出来的一种气质、作风和特色。教学风格的形成受到个人、社会、教学目标和教学对象等因素的制约。教师只有通过不断完善自我个性、积累丰富的知识、练就卓越的教学技能、建立良好的师生关系、不断总结教学经验,才能够形成优秀的、独特的教学风格。     

关于大学教师课堂教学风格的探讨

课堂教学风格是教师在长期的课堂教学中形成的具有个人特色和创意的教学风貌,具有稳定性和独特性。大学教师经过追求和陶铸,完全可以形成个人的教学风格。然而,对这种教育现象以前研究较少。本文在把握大学教学规律和特点的基础上,提出了大学教师课堂教学风格的五种类型:理智型,情感型,幽默型,技巧型,自然型。这些类型既是许多教师教学经验和特色的总结与升华,又是大学青年教师应该追求和着力体现的教学特色。     

教师信念与教学风格的关系

教师信念影响教师的教育教学实践,进而影响着教师的教学风格.教师信念与其教学风格有着密不可分的关系,任何一种教学风格都是教师教育信念和教学思想的直接体现,教师信念是其教学风格的思想源泉.     

生物教学改革与学生思维形式的转变

长期以来，生物教育一直强调基础知识、基础理论、基本技能三个方面培养，而今面对知识经济的到来，面对科学技术的迅猛发展和激烈社会竞争，生物教育应更新观点，强调发展、突出能力、教会学习、授以方法；培养多角度全方位，不落常规或按新方式对常规事物进行创造思维的能力。     

体裁教学法在高职英语写作教学中的应用

本文分析了高职英语写作教学现状,提出在英语写作教学中应用体裁教学法,以此加深学生的体裁意识,培养学生的应用写作能力.     

感知学习风格与教学互动模式研究初探

对学生感知学习风格的了解有利于减少教师对学生的"偏见",为建立良好的教学互动模式打下基础。某种学习偏好可能有助于某种学习技能的培养和提高,老师应帮助学生发展全面平衡的学习风格以适应不同的学习任务,使得学生的学习更有成效。此过程可以加深学生对老师的信任,促进教学互动模式的和谐发展。     

学习方式的变革:“思维导图”教学案例研究

授人以鱼已经远远不能适应新高考背景下的学习要求。授人以渔及授人以何渔成了教师迫在眉睫地需要研究的新课题。本文尝试用思维导图在学习方式中的运用案例分析其渔之效果。     

大学教师教学观与大学生学习风格的相关研究

教师的教学观和大学生学习风格是教学研究中非常重要的课题。本文主要运用笔者自编的“大学生学习方式量袈’以及在对国外几个有关教学观调查量表基础上设计的“教师教学观量表”,调查了西安交通大学2003级504名本科生的学习风格以及他们感知的教师的教学观的基本情况,在此基础上,从学生的视角探讨了教师教学观与学生学习风格之间的关系。研究表明：教师的教学观可以分为两类,即信息传递的教学观和促进学习的教学观;教师的教学观对学生的学习风格具有显著影响。当教师持信息传递的教学观,认为教学仅仅是以传递知识为目的时,学生更可能采用再现导向的学习方式,这将不利于学生学习成绩的提高;当教师持促进学习的教学观,认为教学的目的在于帮助学生发展并改变自己的观念时,学生就会倾向于采用意义导向和情景导向的学习方式,这将有利于学生学习成绩的提高。     

Learning styles of deaf college students and instructors' teaching emphases

Six learning style dimensions of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) were examined in this study with 100 deaf college students. In addition, six corresponding scales of teaching emphases were administered to the 16 instructors of these students. Student mean scores were higher for the dependent, participative, collaborative, and independent dimensions than for the competitive and avoidant styles. The participative learning style correlated significantly with course achievement and course interest, which suggests that an emphasis on active learning may be desirable. For instructors, as with students, the mean scores for teaching emphases were found to be higher for the collaborative, dependent, participative, and independent dimensions. the similar patterns of results for students and teachers suggest a correspondence between the learning styles and the teaching emphases.     

Cognitive styles, cultural pluralism and effective teaching and learning

In a pluralistic society, there is a need for increased sensitivity in the selection of teaching styles. This paper considers evidence which shows that future responses to teaching and learning style are determined in pre-school years by the child's socio-cultural environment. The teaching methods in common use in Britain, however, presuppose cognitive styles current in white middle-class culture, which may be inappropriate to children from other backgrounds. While some will respond only to co-operative, social methods, others will act analytically and competitively. Factors of social class are also considered. The paper argues that curriculum, methodology and materials should allow all children to identify with the educational process, and should enable them eventually to function bi-cognitively. Teachers will therefore need to recognize the range of cognitive and learning styles among their pupils.

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Zusammenfassung In einer pluralistischen Gesellschaft ist mehr Sensitivität in der Auswahl von Lehrstilen nötig. In diesem Bericht werden Belege berücksichtigt, die zeigen, daß künftige Reaktionen auf Lehr- und Lernrichtungen bereits in den Vorschuljahren durch das soziokulturelle Umfeld des Kindes geprägt werden. Die in Großbritannien üblichen Lehrmethoden gehen jedoch von den in einer weißen mittelständischen Kultur vorherrschenden kognitiven Stilen aus, die für Kinder anderer kultureller Hintergründer ungeeignet sind. Reagieren die einen nur auf kooperative, soziale Methoden, handeln die anderen analytisch und kompetitiv. Der Verfasser vertritt die Auffassung, daß sowohl das Curriculum als auch die Methodologie und die Materialien allen Kindern erlauben sollten, sich mit dem Erziehungsprozeß zu identifizieren und schließlich bikognitiv zu agieren. Lehrer sollten daher den Umfang der kognitiven und lernbezogenen Stilrichtungen ihrer Schüler erkennen können.

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Résumé Une société pluraliste nécessite une sensibilité plus grande lors de la sélection de modes d'enseignement. Le présent article examine les faits qui montrent que les réactions futures au style d'enseignement et d'apprentissage sont déterminées au cours de la période préscolaire par l'environnement socio-culturel de l'enfant. Les méthodes d'enseignement utilisées communément en Grande-Bretagne présupposent des styles cognitifs courants dans une culture blanche de classe moyenne, qui peuvent être incompatibles avec la situation d'enfants issus d'autres milieux. Tandis que certains ne réagiront qu'à des méthodes coopératives et sociales, d'autres agiront de manière analytique et compétitive. On étudie également les facteurs sociaux. Cet article soutient que les programmes éducatifs, la méthodologie et les matériels devraient permettre à tous les enfants de s'identifier avec le processus éducatif et de fonctionner éventuellement de manière bi-cognitive. Les enseignants devront par conséquent reconnaître la diversité des styles cognitifs et d'apprentissage parmi les élèves.... teachers may be knowledgeable, charismatic, dramatic, hardworking, caring and dedicated, and still not be effective with students whose learning styles are not complemented by their teaching styles. (Dunn and Dunn, 1979, p. 241).

     

The use of student learning styles in teaching world politics

This article describes how experiential learning theory can be utilized to teach introductory world politics. Student learning styles and their modes of learning are considered in course design. The objective is to create a learning environment that facilitates active participation and reflection.He is coeditor ofConflict in American Foreign Policy: The Issues Debated (1985) and teaches primarily in the fields of American Foreign Policy and Soviet Politics. Patricia H. Murrell is Director of the Center for Study of Higher Education and a Professor in the Department of Counseling and Personnel Services at Memphis State University. She is co-author ofLearning Styles: Implications for Improving Educational Practices (1987) and has studied the learning preferences of graduate and undergraduate students, including law students.     

清代地方教官的施教方式

清代的地方教官既包括学政,也包括府州县学的儒学教官。他们在清代的教育体系中担负着教育和教化生员的责任。但是,学政忙于岁科考试,而儒学教官也因生员散居各地并不在学宫中施行教学。那么,清代地方教官如何施教呢?从清代教官的实际活动看,有的著书立说,有的编印书籍,有的创建书院,有的惩恶劝善,通过对生员的劝谕与惩戒进行管理和约束。     

Physical education teachers’ self-reported use and perceptions of various teaching styles

Increasing recognition of the constructivist nature of learning as well as the diversity of student learning styles highlights the need for teachers to use different teaching styles. Unfortunately, little is known about teachers’ use and perception of various teaching styles. The purpose of this study was to explore physical education teachers’ self-reported use and perceptions of various teaching styles. Participants were 212 physical education teachers representing a variety of elementary and secondary school settings. Teachers had significantly different experiences in the use and perceptions of the different teaching styles. Their perceptions also differed according to self-rated teaching ability related to using the styles.     

Preferred teaching styles and modes of thinking among university students in mainland China

The present study had three purposes. The first was to further explore the psychometric properties of the Preferred Thinking Styles in Teaching Inventory [Zhang, L. F. (2003). The preferred thinking styles in teaching inventory. Unpublished test. The University of Hong Kong: Hong Kong]. The second was to test the hypothesis that the preferred teaching styles of mainland Chinese university students in the present investigation are similar to those of students in Hong Kong and the United States in previous studies. The final and most important purpose was to examine the incremental validity of modes of thinking beyond students’ self-rated abilities in predicting students’ preferred teaching styles. Two hundred and fifty-six (109 male and 147 female) university students from Beijing, the People's Republic of China, participated in the research.After the reliability and validity of the Preferred Thinking Styles in Teaching Inventory were ascertained, the following findings were obtained. First, like university students in Hong Kong and the United States in previous studies, mainland Chinese students in the present study also expressed a strong like for teaching styles that are creativity-generating and that allow collaborative work. Similarly, they indicated a strong dislike for teaching styles that are norm-conforming, that require multi-tasking but without communicating a sense of priority, and that restrict students to working individually, without collaboration with others. Going beyond the previous studies, the present study found that an integrative mode of thinking positively contributed to students’ preference for teaching styles that are creativity-generating and that encourage group work, but negatively contributed to students’ preference for teaching styles that are norm-favoring and that discourage collaborative work. Implications of these findings are discussed in relation to teaching that accommodates diverse thinking styles and teaching that generates creative thinking.     

基于学习风格和学习策略的大学英语教学模式研究

大学英语教学是建立在中学英语教学之上的。建立在这种基础上的大学英语教学,不仅应拓宽他们的词汇量,还应增高他们的英语口语能力、阅读能力和写作能力。由此,作为主观层面的能力构建,就应围绕着"学习风格"和"学习策略"来展开。基于本国教育大环境使然,无法照搬它国的先进教学方式。因此,应从环境适应性的角度来构建具体的教学模式。     

Matching/mismatching revisited: an empirical study of learning and teaching styles

This paper presents results of a research project that explored the relationship between matching and mismatching instructional presentation style (breadth-first and depth-first) with students' cognitive style (field-dependence/-independence) in a computer-based learning environment. 73 postgraduate students were asked to create Web pages using HTML, using instructional materials that were either matched or mismatched with their cognitive styles. Significant differences in performance on a multiple choice test of conceptual knowledge were found for students learning in matched and mismatched conditions. Performance in matched conditions was significantly superior to that in mismatched conditions. However, significant effects were found for gender, matching mainly affecting male students. Performance on a practical test of Web page creation was not linked to matching or mismatching, but was linked to an interaction between gender and instructional presentation style. The findings provide support for the notion that matching and mismatching can have significant effects on learning outcomes. The paper concludes with suggestions for further research.     

Using problem solving teaching styles to prepare candidates for the CXC basic proficiency examinations

Two Grade 10 classes in an urban Jamaican High School were taught over a period of one academic year in two problem solving styles: an Explicit Style derived from Charles, and an Implicit Style derived from Isaacs. At the end of the academic year there was no significant difference in their performance on a problem solving test, or on the Problem Solving Profile of the Caribbean Examinations Council's Basic Proficiency papers. The two classes performed much better than the population who sat the Basic papers on the tasks measuring Recall and Algorithmic Thinking but only moderately better than the population on tasks measuring Problem Solving.The teaching project described in this paper was supported in part by grants from the Research and Publications Fund Committee of the University of the West Indies (Mona), and the Wolmers Trust, Kingston. The author wishes to thank the Registrar and the Pro-Registrar of the Caribbean Examinations Council for permission to use the CXC papers and data in this study. A modified version of this paper was presented at the 63rd Annual Conference of the National Council of Teachers of Mathematics held in San Antonio, Texas in 1985.     

试用学习风格研究成果改进高职高专英语教学方法

学习风格有不同的分类方法,按照感知方式的不同可分为视觉型、听觉型和触觉型,即学生在接受信息时更偏向的方式。教师需要根据学生的学习风格不同而采取不同的教学方法。文章主要分析利用学习风格的研究成果对高职高专英语教学方法进行改进,以提高高职高专英语教学质量。