大学教师教学观与大学生学习风格的相关研究  

Relationship of teachers' conceptions of teaching and students' learning styles

作　　者：陆根书[1] 韦娜[2] 

机构地区：[1]西安交通大学高等教育研究所 [2]西安交通大学公共政策与管理学院,陕西西安710049

出　　处：《教学研究》2010年第1期1-12,共12页Research in Teaching

摘　　要：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"大学生学习方式量表"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。The relationship of teachers＇ conception of teaching and students＇ approach to learning is important subject in the research on teaching and learning. Based on the evaluation and analysis of the questionnaire of teachers＇ conceptions of teaching and the questionnaire of students＇ learning styles designed by the ourselves, the paper investigates and studies learning styles 504 undergraduates and conceptions of teaching of their teachers in Xi＇an Jiaotong University. The results reveal that teachers＇ conception of teaching can be divided into two categories, that is, information transmission and learning facilitation. Teachers＇ conception ofteaching can influence students＇ learning style significantly. When holding the conception of teaching of information transmission, the teachers believe the intention of teaching is to impart knowledge to students, and the students probably adopt reproduction directed learning style, which can be harmful to study quality; When holding conception of teaching of learning facilitation, they take the view that intention of teaching is to help students develop and change their conceptions, and the students probably employ the meaning directed learning style, which can enhance study quality.

关 键 词：学习风格 教学观 大学教师 大学生 

分 类 号：G642[文化科学—高等教育学]