英语论文网

Learning style was first put forward by Herbert Thelen in 1954. It was not until theearly 1980s that the study of learning style turned from the discussion of theory and modelto teaching practice. The definitions of learning style are different. The theory of systemiclearning style didn’t emerge until the 1980s and 1990s. Different scholars at home andabroad came up with different definitions of learning style.

Keefe defined what constitutes a learning style: a learning style is a more stableapproach to learning that includes the learner's specific physiological, cognitive, andemotional behavioral tendencies, as well as the way the learner receives information andhow that information interacts with the environment[10]. According to Pask, the tendencyof students to always use a certain strategy is called learning style[11]. Kinsella gave a morespecific definition of learning style, that is, “learning style refers to the preferred way thatlearners adopt when receiving and memorizing new information, with certainpersistence”[12]. Tan Dingliang, a Chinese scholar, defined learning style as 'learning styleis a learner's consistent learning style with individual characteristics, and the sum oflearning strategies and learning tendencies[6].' Everyone has their own learning style.“Learning style is treated as a subset of cognitive style, which is generally divide intocognition-centered, personality-centered or activity-centered”[13]. Activity-centeredcognitive style is actually a learning style, while cognition-centered style is related tointelligence measurement, and personality-centered style is closely related to personalitytraits. Therefore, the measurement of learning style should be aimed at determining therelationship between a person's cognitive style and learning activities

2.2 Learning Outcome

2.2.1 Definition

Learning outcomes refers to the learning gains of learners after a period of learning orafter learning a certain teaching unit, and it is an indicator to measure students' learningresults[28].

Compared with traditional teaching, blended teaching should have differentevaluation indexes for students' learning outcomes. The traditional evaluation of collegeEnglish teaching focuses on the summative evaluation of students but neglects theformative evaluation, generally taking the final scores as a reference. According to theevaluation system of traditional teaching for learning outcomes, blended teaching shouldadopt the combination of formative evaluation and summative evaluation to definestudents' learning outcomes.

Formative evaluation, which is important to get students' experiences and feelings inblended learning and to get feedback on the teaching strategies. In the face of such adynamic learning mode as blended learning, teachers should be able to timely andaccurately explain and guide students' learning status and adjust their teaching methodsaccordingly. In the online stage, teachers can keep their eyes on the detailed learningimprovements of students through the learning platform, including the learning duration,login times, online discussions, and the quality of homework completion. In the offlinestage, teachers can observe students' interactive speaking ability, group cooperation ability,and master students' learning dynamics from skills display or task report.

本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。