摘要:学习风格对学生自身学习和老师对学生的掌控中有着重要的作用。了解自己的学习风格,学习能找到最适合自己的学习方法,学习风格和学习策略。本文讲述了如何更好地在第二语言的学习中应用学习风格,希望能对教师,学生和软件开发者提供帮助。
ning and has let them match teaching tools and students learning styles to develop students' potentials in second or foreign language learning. As new technological tools continue to emerge and impact second language (SL) learning, language teachers should be familiar with them such as using ESL software.
Although research on learning styles and course design is not robust enough to provide course developers with standard
guidelines, Currie (1995) advocates that instructors should utilize a variety of techniques and training aids and encourage an awareness of learning style. Providing learning materials that challenge and support students to develop deep levels of thinking and application, and integrating assessment practices in everyday teaching and learning, helps to create and maintain a learning environment both supportive and productive.
Computers carry out a set of activities and handle planned functions at remarkable speed. Modern situation is different; software can check activities that students have completed and move students step by step from easier to more difficult activities based on students' levels and potentials. When students cannot reply questions accurately or complete activities, the software can simulate, drill, or clarify the phenomenon in a way that makes it easier for the learner to recognize (Hoffman, 1996).
1.9专有名词——Terminology
1.9.1学习风格——Learning Style
Learning styles are different approaches or ways of learning. They engage in educating methods, particular to a person, that are supposed to allow that individual to learn best. Everyone has his own way of absorbing and processing information. As stated Learning styles have been defined as characteristic tendencies for the understanding and processing of information and experiences, which are, unique for individuals and which develop during various phases of life. They consist of complex interactions of physiological, psychological, environment and situational variables.
1.9.2库伯学习风格——Kolb Learning Style
David A. Kolb's (1984) style model is based on the experiential learning theory (ELT), as he described in his book Experiential Learning: experience as the source of learning and development. The ELT model sketches two related toward gaining experience: Concrete Experience and
Abstract Conceptualization, and two related approaches toward transforming experience: Reflective Observation and Active Experimentation. As individuals try to apply all four approaches, they tend to develop strengths in one experience-grasping approach and one experience transforming approach. The resulting learning styles are mixtures of the individual's preferred approaches. Kolb learning styles are:
Converger: These persons do best when there is a certain correct answer/solution for a under discussion question/problem. They can just concentrate on a certain issue or situation. Convergers are usually not acting emotionally and prefer to deal with real things rather than people around themselves. They like to be specialist at following areas includes:
computer science, engineering, and finally physical sciences because of their natures.
Diverger: People with this kind of learning style have great talent to look at a real situation issue from different points of views and produce some ideas by doing brainstorming. They a
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