社会与工程心理学研究室知识库

根据学习者个体的学习风格制定相应的学习策略以及教学策略，从而进行更具针对性和个性化的教与学，可以有效提高教与学效果。本研究在对世界各国教育信息化方面的进展调研，对教育信息化政策的实施落地、基础设施搭建、师资队伍培养、学生信息技术提升、依托重大项目开展的实践经验等方面进行总结和提炼。我们利用现代技术选取在线测试工具《有谱》进行跟踪测试，对学习风格和知识点习得进行相关性分析。

本研究选用了所罗门学习风格量表，收集学生的学习风格数据，同时采集学生在七年级数学各细分知识点上的掌握状态(分优、良、中、差四个级别，用以反映教与学的实际效果)，综合利用Eviews等数据分析工具，观察两者间的相关性。

本研究获得了七年级中学生的学习风格的特点以及分布;了解到七年级中学生数学习得状况，与所罗门学习风格中两个维度的相关性。结果显示为:

1、学生学习风格分布:具有活跃型学习风格的学生占55.31%，沉思型学习风格的学生占44.69%，数据表明，七年级的学生大部分还是比较喜欢一起学习、一起讨论的方式获得知识，安静独处通过自己的思考的方式获得知识的学习风格处于少数;这也与年龄特点相关，这个年龄阶段还是孩童时期，他们的主要行为还是喜欢群体学习生活，并且喜欢用交流的 方式获得信息。

2、沉思一活跃型学习风格与知识习得关系:活跃型的学习风格与沉思型学习风格对七年级中学生的数学知识点习得有相关性，具有沉思型的学习风格的七年级中学生与数学知识点习得表现出正相关。(a=0.05, t=2. 194)

3、序列一综合型学习风格与知识习得关系:序列型的学习风格与综合型学习风格对七年级中学生的数学知识点习得有相关性，在数学知识点习得上，序列型学习风格表现出正相关。( a=0.05, t=2. 642)

以上结果显示表明:七年级的学生，正是身心发展的一个重要阶段，从感知认知以及思维上都会有重大的转变，是认识社会，自我独立的重要阶段，所以，我们建议基一于学生个体的学习风格，充分发挥自身所长，针对不同科目调整学习策略，形成自我有效的学习模式。

It can efficiently improve the effectiveness of teaching and learning that we develop specific learning and teaching strategies according to learning style of individual learners to make teaching and learning more pertinence and personalization. By summarizing and analyzing the policy of different countries on the development of information technology education, we conclude the implementation, infrastructure construction, faculty training, information technology promotion of students and the project experience on important project execution, and then analyse the correlation between learning style and knowledge acquisition via domestic Internet educational products. In this paper, taking advantage of online testing tools `Youpu', we take the Solomon learning style quantitative table to collect the learning styles of students and the learning status。

In this paper, we take the Solomon learning style quantitative table to collect the learning styles of students and the learning status (utilizing excellent, well, medium and poor to reflect the practical effectiveness of teaching and learning) on the detailed knowledge points of seventh grade mathematics.

In this research, we find the characteristic and distribution of learning styles for students in seventh grade. Furthermore, we know of the learning status of seventh grade mathematics, and the correlation of the two dimensions in Solomon learning style. The results are shown as follows:

1、Distribution of student learning styles: There are 55.31% students who are active learning style and 44.69% students who are contemplative learning style. The data showed that, the majority of seventh grade students still prefer the way of acquire knowledge by learning and discussing together, while there are few students who prefer the way of acquire knowledge through their thinking individually by themselves. This phenomenon is related to the characteristics of the age. At this age, they prefer group learning life, and the like to obtain information by means of communication

2、 The relationship between contemplative-active learning style and knowledge acquisition: there is correlation between contemplative-active learning style and mathematical knowledge acquisition for students in seventh grade of middle school. Especially, there is a positive correlation between contemplative learning style and mathematical knowledge acquisition for seventh grade students in middle school (a=0.005, t=2.194)

3、The relationship between sequential}integrated leas0ning style and knowledge acquisition: there is correlation between sequential一integrated learning style and mathematical knowledge acquisition for students in seventh grade of middle school. In mathematical knowledge acquisition, the sequential learning style shows a positive correlation (a=0.05,t=2.194)

These results show that, students in seventh grade are in an important stage for physical and mental development, and there will be significant changes in cognitive and perception. It is also the important stage to access society and develop themselves Therefore, the author suggests that the students should understand their own learning styles actively, know the characteristics of different subjects, and know their own development characteristics in physiology and psychology. Then, the students can improve the understanding of their own learning style to make use of their own learning styles acquire knowledge and formulate individual learning style.