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頁籤選單縮合
題名 | The Impact of Cognitive Styles on Technical College Students' English Teaching Method Preferences=技術學院學生認知類型對其英文教學方法偏好的影響 |
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作者 | 王佩玲; Wang, Pei-ling; |
期刊 | 高雄應用科技大學學報 |
出版日期 | 20011200 |
卷期 | 31 2001.12[民90.12] |
頁次 | 頁453-477 |
分類號 | 525.274 |
語文 | eng |
關鍵詞 | 認知類型; 場地依賴/獨立; 清楚/暗示教學法; 團體隱圖測驗; Cognitive style; Field dependence/independence; Explicit/implicit teaching method; Group embedded figures test; |
中文摘要 | 本文探討技術學院學生場地依賴/場地獨立的認知類型對其清楚/暗示英文文法教學法偏好的影響。 717位學生及15位英文老師半隨機地從南臺灣六所技術學院的19個上英文課的班級挑選出來作為樣本。 參加人員被要求回答(1)五點利式量表問卷,以及 (2)認知類型的團體隱圖測驗。 學生對教學方法的偏好以描述統計報導。 卡方檢定及t考驗用來檢查學生認知類型及他們對教學方法的偏好。結果顯示: 1)80% 的學生喜歡清楚的文法教學法,只有20% 的學生喜歡暗示教學法。 2)九位老師喜歡清楚教學法,六位老師喜歡暗示教學法。然而十位老師宣稱在班上使用清楚教學法,只有二位老師用暗示教學法,另外三位老師則二種教學法都用。3)學生的認知類型與其教學方法偏好之間並無顯著關係(p <0.05)。然而,場地依賴型的學生對清楚教學法的偏好平均值稍高於場地獨立型的學生。而且場地獨立型的學生對暗示教學法的偏好平均值也較高於場地依賴型學生。 這些發現顯示大部分樣本學生偏好老師清楚地解釋文法規則而較不喜歡自已探討或詷學討論來探究文法規則。 關於這樣的發現,我們或許可假設性的解釋為:臺灣學生較關心老師的期望及指導,而對同儕間的互動較沒興趣。 |
英文摘要 | This paper explored the impact of field dependence/independence cognitive styles on technical college students’ preference for explicit/implicit English grammar teaching methods. A sample of 717 Taiwanese technical college students and 15 English instructors were quasi-randomly chosen from 19 English intact classes in six colleges in South Taiwan. The participants were asked to answer: 1) a 5-point Liker-type scale questionnaire, and 2) the Group Embedded Figures Test (GEFT) of cognitive style. Participating students’ preferences for teaching methods were reported by descriptive statistics. The Chi-square test and the t-test were used to examine the relationship between students’ cognitive styles and their preferences for teaching methods. Results showed that 1) 80% of student participants favored the explicit grammar teaching method, while only 20% of students favored the implicit method. 2)while 6 teachers favored the implicit method. However, 10 teachers claimed to use the explicit method in class, only 2 teachers used the implicit methods, and three teachers used both methods. And 3)students’ cognitive styles are not significantly related to their preferences for teaching methods (p >0.05). However, the mean of the preference for explicit method among the field dependent students was slightly higher than that among the field independent students. And the mean of the preference for implicit method among the field independent students was a little higher than that among the field dependent students. These findings indicated that the majority of participating students preferred teacher’s explicit explanation of grammatical rules and did not like to explore the underlying grammatical patterns by themselves or in discussion with classmates. A tentative interpretation about the finding was that Taiwanese students might be more concerned with the expectations and guidance of the teacher, and less interested in interaction with their peers. |
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