个性化教学下高中生英语感知学习风格实证研究

发布时间：2017-12-28 20:41

本文关键词：个性化教学下高中生英语感知学习风格实证研究　出处：《基础外语教育》2016年04期 　论文类型：期刊论文

【摘要】：在二语习得领域,学习风格作为学习者个体差异的一个重要组成部分,一直受到国内外学者的广泛关注。本文主要针对三个研究问题对133名高中生的英语感知学习风格进行了定量研究。研究发现如下:(1)描述性统计结果表明,不同层次高中生英语感知学习风格的主要倾向不同;(2)单因素方差分析结果显示,三个层次的高中生在视觉型、动觉型、个人型这三种感知学习风格上存在显著差异;独立样本t检验结果表明,男女生在动觉型感知学习风格上存在显著差异,英语成绩高、低分组也在五种感知学习风格上差异显著;(3)皮尔逊相关分析和回归分析表明,不同层次高中生的动觉型学习风格与英语学习成绩相关性最强。
[Abstract]:In the field of two language acquisition, learning style, as an important part of the individual differences of the learners, has been widely concerned by scholars both at home and abroad. This paper makes a quantitative study of the English perceived learning styles of 133 senior high school students in three research issues. The research findings are as follows: (1) the descriptive statistical analysis showed that the main tendency of English perception of different levels of high school students of different learning styles; (2) single factor variance analysis showed that the three level of the senior high school students have significant differences in visual, kinesthetic and individual of this three kinds of perceptual learning style; independent samples t test results show that there are significant differences in male and female students learning style in kinesthetic perception and English scores of high and low packet in five kinds of perceptual learning style differences; (3) Pearson correlation analysis and regression analysis show that different levels of high school students kinesthetic learning style and English learning achievement strongest correlation.
【作者单位】：浙江师范大学外国语学院;
【基金】：2015年浙江省教育科学规划课题“个性化教学下高中生英语感知学习风格实证研究”(项目编号:2015SCG361)的研究成果
【分类号】：G633.41
【正文快照】： 一、引言长期以来大多数中学采用“以教师为中心”的传统英语教学模式,这在一定程度上忽略了学生的个体差异性,挫伤了一些学生的英语学习积极性,导致有效教学受限。随着二语习得、教育学、教育心理学等学科的发展,英语教学越来越关注学习者这一主体。教育部颁布的《普通高中英

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