1) cognitive learning styles
认知学习风格
2) perceptual learning style
感知学习风格
1.
The author investigates the perceptual learning styles and cognitive styles(field-independence and field-dependence) of 41 non-English majors and the effects of their learning style preference on their performance in vocabulary memorization and reading comprehension tasks.
作者对41名非英语专业学生的感知学习风格和认知风格(场独立和场依赖)对词汇记忆、阅读理解成绩的影响进行调查。
2.
Studies on Chinese EFL learners’perceptual learning style indicate that teacher-dominated learning environment as well as the way the students are socialized and educated in Chinese socio-cultural background has resulted in a disappointing fact: a narrow and constrained set of distinctive perceptual learning styles (e.
国外相关文献表明,外语学习者的感知学习风格不是固定不变的,它的发展受到多种外部因素如文化、教育、性格、性别等的影响。
3.
The present research, based on Krashen\'s affective filter hypothesis and Reid\'s perceptual learning style modality, aims at finding out whether there is a significant correlation between Chinese senior high school students\' perceptual learning style preferences and English listening anxiety they had experienced.
尽管对英语听力焦虑和感知学习风格这两个话题的研究颇多,但是对于这两者之间的关系的研究却鲜少。
3) perceptual learning styles
感知学习风格
1.
A Study of Non-English Major Students Perceptual Learning Styles;
非英语专业学生感知学习风格研究
2.
This article conducts an investigation into the 98 vocational students perceptual learning style prefence major in Business English in Grade 2004 from East China Institute of Technology,whose purpose is to know the general tendency of their English perceptual learning styles and the differences between the good learners and poor learners in English.
文章对东华理工学院职业技术学院2004级商务英语专业98名学生的感知学习风格偏好进行了调查。
3.
This thesis is designed to investigate into the learning styles of 93 senior students of middle school from one dimension: perceptual learning styles.
本文从感知学习风格的维度对93名高三学生的英语学习风格进行调查研究。
4) Cognitive style
认知风格
1.
Riding’s cognitive style measurement and the evidence of EEG;
Riding的认知风格测量与EEG证据
2.
Effects of information organization form, time stress and cognitive style on learning performance in WWW;
信息呈现方式、时间压力和认知风格对网上学习的影响
3.
Research on the relations between the cognitive style and creativity of the rural senior middle school students;
农村高中生认知风格与创造力关系的实验研究
5) Cognition style
认知风格
1.
The Design of the Student Cognition Style Model in the Adaptive Learning System Based on the Semantic Web;
基于语义网的自适应学习系统中学生认知风格模型的设计
2.
With the application of puzzle theory, this paper lodges a kind of arithmetic, which analyzes the characters of students, then practices statistical classifying method of the puzzle theory in analyzing and elicits the cognition style.
提出了一种算法,该算法从学生性格因素出发,利用模糊推理中的统计模式分类方法分析得出其认知风格。
3.
This paper is on the analysis research foundation about cognition style concept confirm,research evolution,classification and so on which are correlation factors,to further discuss the influence for the cognition style individual difference.
本文在对认知风格的概念界定、研究沿革、分类等相关要素进行分析研究的基础上,进一步探讨了认知风格的个体差异对数学学习带来的影响,在个体认知风格差异必然存在的前提下,教师应在学生的数学学习中起到积极的引导作用,即将学生导向符合个体认知风格的学习行为,对帮助学生"学好知识""学会学习"有着重要的意义。
6) cognitive styles
认知风格
1.
Research of the difference of cognitive styles between graduates and students in secondary vocational school;
职校生与大学生认知风格差异的研究
2.
This study,by means of questionnaire,investigates the cognitive styles and the application of English learning strategies of the English majors in Huaihua university.
以调查问卷为工具,调查了怀化学院部分英语专业学生的认知风格和学习策略的使用情况,并在分析有关数据的基础上,探讨了普通高校英语专业学生的语言认知风格和认知策略和元认知策略的总体特点,提出了结合不同的认知风格特点选择和训练语言学习策略的建议。
3.
On the basis of illustrating the traits of learners different cognitive styles,the author puts forward some suggestions in the course of strategy training according to learners different cognitive styles:(1) For the field dependence,we should focus on affective strategy training;while for the field independence,we emphasize their meta-cognitive strategy training;.
个体差异、尤其是认知风格的差异是影响第二语言习得的一个重要因素。
补充资料：认知学习
认知学习
cognitive learning
认知学习(eognitivo learning)掌握一定的知识和由知识所制约的一定的行动的学习。它是以对现实的本质特性与联系的自觉发现、分析、选择、概括和巩固为特点的，也是以自觉发现、分析、选择、概括和巩固合理地运用这些特性与联系的行动方式为特点的。这种学习具有两种级别。较低级的是以感性经验为基础的实际的学习。它包括实用知识的学习和实际操作的学习。通过这一学习可以形成一些观念和实际的技能。较高级的叫做理智的学习，它有助于人们去掌握概括化了的理论知识和智力技能。理智的学习包括以下三种学习:(l)概念的学习，即对由语言的词所固定下来的概念和概念联系的学习。(2)思维的学习，即对如何通过思维活动去形成概念并使之有效地应用概念的学习。(3)理智技能的学习，即关于如何有效地把知识运用于现实任务以获得理想的解决办法的学习。 (成立夫撰匝三国审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条