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題 名 | The Reliability and Validity of Learning Style=學習型態之信度與效度探討 |
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作 者 | 宋立群; | 書刊名 | 嶺東學報 |
卷 期 | 12 2001.04[民90.04] |
頁 次 | 頁1-15 |
分類號 | 521.12 |
關鍵詞 | 學習型態; 教育; 學習型態錄; 學習環境; Learning style inventory; |
語 文 | 英文(English) |
中文摘要 | 以往的教育觀念往往認為某些學生在學習成效不佳的原因,應歸咎於學生本身的 努力不夠。然而隨者社會形態的蛻變,學習環境亦趨於多元化發展,學者遂針對這種在學 習效果不彰的問題,提出不同的見解。1975年由美國St. John's University三位教授提出的 “學習型態錄”(Learning Style Inventory),係將學習環境規劃為四種項目,並歸納出十 八項不同之學習型態。其主旨在於運用此學習型態錄,使教師能辨認出何種型態對學生 最具效果及影響,以便提供相關幫助。 本篇文章乃運用系統性的比較方式,詳加研討與比較該理論的信度與效度,然後列舉出三 個問題癥結所在並提出建議,以作為日後相關教學之參考。 |
英文摘要 | In the past schools and teachers have been assumed that students who had not learned well had not paid attention. Now, due to the inventions of advanced technology and restructures of society world wide, many educational leaders have recognized these problems existed and offered the concepts of learning styles as a means of to test and address the differences among students' personalized learning styles. In 1975, Dr.Dunn, Dr.Dunn, and Dr.Price of St. John's University develop a study of showing the effectiveness of identifying students' learning styles in raising their academic achievement; the “Learning Style Inventory”. It is a research to assess 18 elements into four categories and to reveal how it affects learning. This paper focuses on and analyzes some criticisms concerning the validity and reliability of the Learning Style, then summarizes three general problems and provides with some constructive statements. |
本系統中英文摘要資訊取自各篇刊載內容。