认知风格与教学设计的多样化  

Cognitive Style and Teaching Design Diversity

作　　者：高鹏凤[1] 周青[1] 

机构地区：[1]陕西师范大学化学与材料学院,陕西西安710062

出　　处：《甘肃联合大学学报（自然科学版）》2006年第6期106-108,共3页Journal of Gansu Lianhe University :Natural Sciences

摘　　要：新课程强调以学生发展为本,坚持面向全体学生的全面发展,关注学生个性的健康发展和可持续发展.了解学习者的认知风格,在教学设计中,充分考虑学习者的认知方式,实现真正意义上的因材施教.发现把学生对学习材料的有效领会和建构作为提高教学效益的出发点之一.本文着重论述了学习者的认知差异及将认知风格理论应用于教学设计的多样化原则.The new curriculum is based on the students＇ development, and concentrated on the sustainable and healthier development of the students＇ personalities. It is necessary knowing about the learner＇s cognitive style and making full consideration of the learners＇ congnitive way while designing the teaching. It is likely for us to truly realize the way in which the students are taught in accordance with their aptitude. And it is likely for us to find out the starting point in which the students can learn and research the study materials so as to improve the quality of the teaching and learning. This paper especially emphasizes the differences of the learners＇ cognition as well as the principle in which the cognitive style is applicated in the diversity of the teaching design.

关 键 词：认知风格 教学设计 学生模型 多样化 

分 类 号：G633.8[文化科学—教育学]