The myth about learning styles was the most popular: 94% of the teachers believed that students perform better when lessons are delivered in their preferred learning style. Indeed, students do have preferences about how they learn; the problem is that these preferences have little to do with how effectively they learn.
学习方式问题的错误之见是最普遍的:94%的老师认为,当课程以学生喜爱的学习方式传授时,学生表现会更好一些。事实上,学生的确有自己偏好的学习方式。问题是这些偏好与他们的学习效果并没有多大关系。
Cognitive psychologist Daniel Willingham explained this conundrum in his 2009 book 'Why Don't Students Like School?' In the best tests of the learning-styles theory, researchers first ascertain students' preferred styles and then randomly assign them to a form of instruction that either matches their preferences or doesn't. For example, in one study, students were randomly assigned to memorize a set of objects presented either verbally (as names) or visually (as pictures). Overall, visual presentation led to better memory, but there was no relationship between the learners' preferences and the instruction style. A study comparing 'sensing' to 'intuitive' learners among medical residents being taught new procedures reached a similar conclusion.
认知心理学家丹尼尔·威林厄姆(Daniel Willingham)在他2009年的《学生缘何不喜欢学校》(Why Don't Students Like School?)一书里解答了这个难题。在学习方式理论方面的一些最佳测试中,研究人员首先查明了学生喜欢的学习方式,然后随机分配他们接受一种或对其胃口或不迎合其喜好的教学形式。比如,在一项研究中,学生们被随机分配去记忆一组物体,这组物体要么是通过口头的方式(以名字的形式)或视觉形象的方式(以图片形式)呈现给学生。总体上看,视觉呈现可以产生更好的记忆效果,但是学习者的偏好与教学方式之间并没有关系。一项在正接受新规程学习的住院医生中对“感知型学习者和“直觉型学习者进行比较的研究也得出了类似的结论。
【我们只使用了大脑的10%?】相关文章:
最新
2020-09-15
2020-09-15
2020-09-15
2020-09-15
2020-09-15
2020-09-15