• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >The experience of contrasting learning styles, learning preferences, and personality types in the community college English classroom.
【24h】

The experience of contrasting learning styles, learning preferences, and personality types in the community college English classroom.

机译：在社区大学英语课堂中对比学习风格，学习偏好和个性类型的经验。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study focuses on the classroom experiences of students who identify themselves as learning best as reflective-observers (Assimilators) in contrast to those who learn best as active- experimenters (Accommodators), with additional consideration for their self-identified personality type (introvert vs. extrovert) as well as one of the VARK learning preferences of each student. In the movement for teaching more in line with a constructivist learning paradigm, more dialogue and active engagement has changed the community college English classroom. However, given our emerging understanding of learning styles and personality types, it is questionable whether all students are served by these methods. This study seeks to catalogue the perceived learning experience of students on the two ends of the learning style spectrum (Assimilators and Accommodators) in a community college English classroom that uses diverse pedagogical methods. The research questions explored are: (1) How do Assimilators, defined as introverted reflective learners, and Accommodators, defined as extroverted socially active learners, experience classrooms that use social discourse versus teacher-directed pedagogical methods? and (2) How do they perceive those different situations as a benefit to their learning in a community college English class? A qualitative analysis of interviews with both populations on their experience across multiple sections of a community college English class as well as a review of students' responses to end of unit lessons in keeping with more teacher-directed or social constructivist pedagogies will be used to discern common and differing perceptions of the teaching strategies employed in the English class.
机译：这项研究侧重于那些将自己视为反射型观察者（同志者）学习最好的学生的课堂体验，而不是那些作为主动实验者（调节员）而学得最好的学生的课堂经历，另外还考虑了他们的自我识别型人格（内向或（性格外向）以及每个学生的VARK学习偏好之一。为了使教学更符合建构主义学习范式，运动中更多的对话和积极参与改变了社区大学的英语课堂。但是，鉴于我们对学习风格和性格类型的新兴理解，是否所有学生都可以使用这些方法值得怀疑。这项研究旨在在使用多种教学方法的社区大学英语课堂中，将学生在学习风格频谱的两端（同化者和调解者）的感知学习经历分类。探索的研究问题是：（1）被定义为内向的反思型学习者的同化者和被定义为外向的社会活动型学习者的调解者如何体验使用社交话语而非教师指导的教学方法的教室？ （2）在社区大学英语课上，他们如何看待这些不同的情况对他们的学习有所帮助？将对两个人群在社区大学英语课程多个部分的经历进行定性分析，并根据更多的教师指导或社会建构主义教学法，对学生对单元课结束的反应进行回顾。对英语课堂所采用的教学策略的普遍和不同看法。

著录项

  • 作者

    Lawrence, William K.;

  • 作者单位

    Northeastern University.;

  • 授予单位 Northeastern University.;
  • 学科 Education Leadership.;Education Higher.;Education Educational Psychology.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 206 p.
  • 总页数 206
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号