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学生在学习过程中所起的作用越来越受到研究者们的关注。并已经发现到一个特别的重点，那就是学生如何在特定的环境和情况下学习的经验，然后再总体概括这些发现，从而对学生学习的方法有个更好的理解。此外，根据凡罗素和申克（1984年），马丁和拉姆斯登（1987年，引用帕德，海蒂，道格拉斯，1996年）所述，在学生学习观念和学习效果之间存在着一定的联系。

在本文中，第一部分回顾了学生采用不同方法去学习的概念。然后介绍了一种被称为教与学的3P教学模式，它解释了学生从三个不同的阶段点-预示，过程，和生产来学习的方法。第二部分通过把视角转移到亚洲范围来建立悖论现象。带来“儒家传统文化（CHC）的概念，并从跨文化的角度对它进行了阐释，主要集中在中国学习儒家文化的学生身上。

Approaches To Learning And Studying Education Essay

前言——Introduction

The role students' play in their learning has increasingly drawn attentions of the researchers. One particular focus has been finding out the experiences of how students learn within specific circumstance, and then generalizing these findings to obtain a better understanding of students' approaches towards learning. Moreover, according to Van Rossum and Schenk (1984), Martin and Ramsden (1987, cited in Purdie, Hattie, & Douglas, 1996), there's a linkage between students' conceptions of learning and their learning outcomes.

In this paper, the first part reviews the conception of learning and different approaches to learning that students adopted; then introduces a systematic model called the 3P model of teaching and learning that explains the students' approaches to learning from three different stage points - presage, process, and product. The second part establishes a paradox phenomenon by shifting the perspective into Asian context, brings in the notion of 'Confucian-heritage' cultures (CHC), and explains it from a cross-cultural perspective, mainly focus on the Chinese CHC students.

学生学习方法——The Student Approaches to Learning

The Conception of Learning

The primary impetus of ideas for researchers to look into students' conceptions of learning came from William Perry (1968, 1970, cited in Purdie et al., 1996), who examined the epistemological beliefs of college undergraduates, later came up with the conclusion that some students found learning difficult due to their different conceptions of knowledge from their teachers'. This conclusion led to a paper done by Marton and saljo (1976) about the student approaches to learning (SAL) theory. The SAL framework is generally regarded as having a student-focused methodology to support its development. The term approaches to learning referred to two aspects: (a) the processes adopted while learning, that directly decide the outcome of learning, and (b) the predisposition of the adoption to the particular processes (Biggs, 2001). The research findings indicate that students' conceptions of learning are closely related both to their approaches to learning and the quality of their learning outcomes (Van Rossum & Schenk, 1984; Marton, Dall'Alba, & Beaty, 1993).

At this stage of SAL literature, research went into two different perspectives; one is based on the metatheory of constructivism and the other on Phenomenography (Biggs, 2001). In this paper, it will only talk about the studies of students learning from phenomenographic perspective. 'Phenomenography' is a qualitative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。