中医药专业学生学习风格量化分析对改进跨文化交际课程的启示  

Quantitative analysis on learning styles of students majoring in TCM and its implication for improving the course of Intercultural Communication

作　　者：石雪 丁杨[1] 孔祥国[1] SHI Xue;DIANG Yang;KONG Xiangguo(School of Humanities,Beijing University of Chinese Medicine,Beijing 100029)

机构地区：[1]北京中医药大学人文学院,北京100029

出　　处：《中医教育》2022年第1期16-19,共4页Education of Chinese Medicine

基　　金：2020年度北京中医药大学教育科学研究课题(No.XJYB2052)。

摘　　要：以北京中医药大学选修跨文化交际课程的学生为例,通过Kolb学习风格量表4.0版进行问卷调查,并结合一对一访谈了解中医药专业学生的学习风格整体情况。结果显示:在Kolb经验学习周期的4个学习模式中,中医药专业学生的平均分由高到低依次为主动实验、抽象概括、反思观察、具体经验;经验型学习风格的学生最多(26.1%),其次是平衡型、反思型、想象型和启动型(12.0%-17.6%),剩余各学习风格占比均不超过7%;学生有较高的学习灵活度。基于问卷及访谈结果的量化分析与讨论,提出从基于学生学习风格开展实践性教学、引导学生反思所学以形成知识体系、有意识地将学习风格测试融入教学3个方面,改进中医药院校跨文化交际课程的建议,以期为培养中医药专业学生跨文化能力提供参考。Taking students at Beijing University of Chinese Medicine who participated in the course of Intercultural Communication as an example, this study investigated the general learning styles of students majoring in TCM through questionnaires by means of Kolb Learning Style Inventory 4.0 and one-on-one interviews. The findings showed:(1) In terms of the four learning modes of Kolb’s experiential learning cycle, average scores of the students majoring in TCM from high to low were Active Experimentation, Abstract Conceptualization, Reflective Observation and Concrete Experience.(2) Students of the Experiencing style were the most(26.1%), followed by the Balancing, Reflecting, Imaging and Initiating styles(12.0%-17.6%), and the rest learning styles held no more than 7%, respectively.(3) The students had a high level of learning flexibility. Based on the quantitative analysis and discussion of questionnaires and interviews, this paper put forward suggestions for improving the teaching of Intercultural Communication in TCM universities, so as to provide reference for cultivating intercultural competence of students majoring in TCM.

关 键 词：中医药专业 学习风格 跨文化交际 跨文化能力 

分 类 号：G642.0[文化科学—高等教育学]