学习风格、教学风格感知及两者契合度对在华撒哈拉以南非洲留学生学业适应的影响研究

发布时间：2020-12-12 15:19

　　随着中国高校国际化进程的加速,非洲学生已然成为来华留学的第二大群体。非洲学生的在华学业适应是一个重要的研究问题。本研究聚焦在华撒哈拉以南非洲留学生群体,旨在探索该群体在华学业适应水平与以下三个因素的关系:1)自身学习风格差异;2)感知到的中国教师教学风格差异;3)学习风格与感知教学风格契合程度。本项研究参与者为东部某高校197名撒哈拉以南非洲留学生,专业大类为商科或理工科。参与者对自身学习风格、感知到的中国教师教学风格及在华学业适应情况通过问卷做出评估。其中,修改后的科伯(Kolb)教与学量表分别用于测量前两项因素,贝克和希里克(Baker&Siryk)提出的大学生适应量表(SACQ)则用于测量研究对象的学业适应情况。数据分析表明,撒哈拉以南非洲留学生的学习风格、对华教师教学风格的感知情况都对其学业适应存在显著影响,而基于科伯体验学习理论的教与学风格契合程度与学业适应并不存在明显关联。具体来说,“聚合型”学生比“发散型”学生能更好地适应在华的学业,而认为中国教师更像是“导师”而非“评价者”的学生则亦呈现更佳的学业适应。基于前两项发现,作者对科伯的教与学风格契合模型进行修正,提出... 

【文章来源】：上海外国语大学上海市 211工程院校 教育部直属院校

【文章页数】：107 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One:Introduction
    1.1 Research Background and Rationale
    1.2 Significance of the Research
    1.3 Research Questions and Hypotheses
    1.4 Structure of the Thesis
Chapter Two:Literature Review
    2.1 Key Constructs
        2.1.1 Defining Learning Style and Teaching Style
        2.1.2 Perceived Teaching Styles by Students
    2.2 Research on Key Constructs
        2.2.1 Style Match and Academic Performance
        2.2.2 A Shift from Academic Performance to Academic Adjustment
        2.2.3 Learning/Teaching Styles and Academic Adjustment
    2.3 An Overview of Sub-Saharan African Students
    2.4 Theoretical Framework
        2.4.1 Measuring Instruments on Learning/Teaching Styles
        2.4.2 Experiential Learning Theory（ELT）and Kolb's Learning Styles Model
    2.5 Summary of the Literature Review
Chapter Three:Research Methodology
    3.1 Design Overview
    3.2 Sampling and Participants
    3.3 Measurements and Questionnaire Design
        3.3.1 Instrument One（the Kolb Learning Style Inventory3.1）
        3.3.2 Instrument Two（Kolb Educator Role Profile）
        3.3.3 Instrument Three:Academic Adjustment Dimension of Student Adaptation to College Questionnaire（SACQ）
Chapter Four:Data Analysis
    4.1 Coding and Reliability
    4.2 Results
        4.2.1 Research Question One:Learning Styles and Academic Adjustment
        4.2.2 Research Question Two:Perceived Teaching Styles and Academic Adjustment
        4.2.3 Research Question Three:Matching Status and Academic Adjustment
    4.3 Summary of Findings
Chapter Five:Discussion of Findings
    5.1 Learning Styles and Students' Academic Adjustment
    5.2 Perceived Teaching Styles and Students' Academic Adjustment
        5.2.1 "Learner-centered" Perception versus "Subject matter" Perception
        5.2.2 "Meaning-focused" Perception versus "Action-focused" Perception
        5.2.3 Academic Adjustment among Different Educator Role Perceivers
    5.3 Style Matching Status and Students' Academic Adjustment
Chapter Six:Conclusion and Recommendations
    6.1 Summary of the Study
    6.2 Limitations of the Study
    6.3 Recommendations for Future Research
References
Appendix:Survey on Learning Effectiveness


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