中國(guó)大學(xué)生的智力風(fēng)格

內(nèi)容概要

　　范為橋編著的《中國(guó)大學(xué)生的智力風(fēng)格》是作者對(duì)自己近年來(lái)研究中國(guó)大學(xué)生智力風(fēng)格結(jié)果的總結(jié)。在教育心理學(xué)范疇內(nèi)，智力風(fēng)格的研究起源于對(duì)智力與人格不能很好解釋與預(yù)測(cè)學(xué)生學(xué)業(yè)成績(jī)的反思。不同學(xué)者從各自的視角出發(fā)，提出了各種風(fēng)格理論，試圖改善對(duì)學(xué)生學(xué)業(yè)成績(jī)的理解，促進(jìn)學(xué)生更好地學(xué)習(xí)。由于心理學(xué)特殊的歷史沿革，在智力風(fēng)格領(lǐng)域內(nèi)，針對(duì)中國(guó)人群的專門研究比較少見(jiàn)。本書在充分總結(jié)前人研究的基礎(chǔ)上，以發(fā)展的視角比較了中國(guó)大學(xué)生人群的智力風(fēng)格在超媒體學(xué)習(xí)環(huán)境與傳統(tǒng)學(xué)習(xí)環(huán)境中的發(fā)展特點(diǎn)及其對(duì)大學(xué)生學(xué)業(yè)成績(jī)的貢獻(xiàn)。本書還總結(jié)了該研究結(jié)果的理論與實(shí)踐價(jià)值，并對(duì)未來(lái)研究方向給出了充分的展望?！　　吨袊?guó)大學(xué)生的智力風(fēng)格》可以作為智力風(fēng)格與教育心理學(xué)相關(guān)領(lǐng)域研究工作者的參考讀物，也對(duì)高等學(xué)校學(xué)生進(jìn)行心理學(xué)研究英語(yǔ)論文寫作訓(xùn)練有幫助。 

書籍目錄

PrefaceChapter 1  Introduction1.1  Why should we examine this issue1.2  Goal of the book1.3  Organization of the bookChapter 2  Review of the Literature2.1  Intellectual styles in education2.1.1  General trends: major approaches to studying intellectual styles  ""2.1.2  Theory of thinking styles: Mental Self-Government2.1.3  Styles versus strategies2.1.4  Summary2.2  Hypermedia in the classroom: a psychological and educational perspective2.2.1  What is hypermedia2.2.2  Constructivism: psychological perspectives on hypermedia learning2.3 Relationships of intellectual styles with ability, personality, and achievement motivation2.3.1  Relationships between intellectual styles and ability2.3.2  Relationships between intellectual styles and personality2.3.3  Relationships between intellectual styles and achievement motivation2.4  Changes in intellectual styles2.4.1  Changes in cognitive and learning styles2.4.2  Changes in thinking styles2.5  Relationships between intellectual styles and academic achievement2.5. 1  Relationships between intellectual styles and academic achievement in traditional learning environments2.5.2  Relationships between intellectual styles and academic achievement in hypermedia learning environments2.6  Research questions and hypotheses of the book2.6.1  Research questions2.6.2  HypothesesChapter 3  Methodology3.1  Introduction to methods3.2  Participants3.2. 1  Students3.2.2  The teacher of the General Psychology course3.3  Measures before the instruction3.3. 1  Demographic information3.3.2  Ability3.3.3  Personality traits3.3.4  Achievement motivation3.3.5  Pretest of thinking styles3.4  The instruction3.4. 1  Instructional design3.4.2  Instructional materials in the experiment3.4.3  The traditional instructional environment3.4.4  The hypermedia instructional environment3.4.5  Instructional procedures3.5  Measures after the instruction3.5.1  The academic achievement in the General Psychology course3.5.2  Posttest of thinking styles……Chapter 4  Results I. Reliability and Validity of InstrumentsChapter 5  Results ⅡChanges in Thinking Styles and the RelationshipsBetween Thinking Styles and Academic AchievementChapter 6  A Supplement to the Experimental Longitudinal Study:Individual InterviewsChapter 7  Discussion I: Changes and Differences in Thinking Stylesin the Traditional and Hypermedia EnvironmentsChapter 8  Discussion Ⅱ: The Contributions of Thinking Styles to Academic AchievementChapter 9  Conclusions AppendicesReferencesPostscript

章節(jié)摘錄

版權(quán)頁(yè)：插圖：In each teaching session of the experimental learning groups, students tookcontrol over their own learning routes, methods, and progress after theteacher's introduction of key points in the teaching section. They could begin their learning from any part of the chapter or section, beginning, middle, orend; from additional materials such as basic screens and other online messages or especially from discussion modules or assignment modules. They could alsoselect their study domains within the chapter in light of their interests. If a student was very interested in one topic, he/she could make further efforts instud ying the topic through a lot of web/online resources. In a word, studentscould also learn a chapter within a very broad range. However, in the traditional instructional environment, most of the time, students had to follow the instructional steps selected by their teacher. In the Skyxp-GP, a variety ofpositive affective outcomes are easy to realize, such as increased level ofengagement, positive attitudes, and decreased anxiety. What's more, the function of learner control helped to change students' passive role, improvestudents' motivation and boost morale in the learning process, which are desiredconstructive learning outcomes.

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《中國(guó)大學(xué)生的智力風(fēng)格》是由中國(guó)科學(xué)技術(shù)大學(xué)出版社出版的。

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