教学法与学生认知方式对生物学业成绩的影响  

Influence of Congnitive Styles and Pedagogy on the Achievement of Biology

作　　者：张怡斌[1] 

机构地区：[1]山东师范大学教育系,山东济南250014

出　　处：《临沂师范学院学报》2004年第3期129-132,共4页Journal of Linyi Teachers' College

摘　　要：以高二理科班学生为被试,研究信息转换教学法、常规教学法对不同认知方式被试的生物学业成绩的影响.结果表明:⑴从整体上看,场独立的学生在两种教学法的条件下,学业成绩均优于场依存的学生;⑵使用信息转换教学法的班级,不同认知方式的学生的生物成绩均高于使用常规教学法的班级,场依存的学生的学业成绩差异极显著.The influence on the Biology achievement was researched on the condition of different pedagogy,when senior science students' congnitive styles were different.The result indicated that: On the whole , ⑴on the condition of different pedagogy ,the Biology achievement of field-dependent students were better than that of field-independent students; ⑵ On the condition of the information transfer pedagogy , all the students' achievement were better than that of students on the condition of the conventional pedagogy ,and the achievement of field -dependent students were significiantly better than that of students on the condition of the conventional pedagogy .

关 键 词：认知方式 信息转换教学法 常规教学法 生物学业成绩 

分 类 号：G632[文化科学—教育学]