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学习方式影响学习,学习的结果是高的学生能够使用多种学习风格(镶嵌地块,1995;里德,1987年,里德,1998;克拉克斯顿Murell,1985;Mulalic,穆罕默德国王和艾哈迈德,2009)。学习风格和偏好差异为我们每个人,在不同的情况下。例如一些学习者,喜欢通过阅读来学习课本,而另一些人则更喜欢口头解释(Riazi Riasati,2007)。此外,人们可能会在如何最有效地展示他们的不同理解,口头或书面,通过图形或数字。换句话说,学习者学习和展示他们的理解在不同的情况下以不同的方式。学习风格指的是认知、情感和心理行为作为相对固定和不变的指标如何学习者理解、相互作用并回复学习环境(Keefe,1982)。牛津(2003)断言,学习风格是学习者的一般方法利用收购一门新语言或者在学习其他科目。这些风格的整体模式,给学习行为大致方向(科内特,1983)。通过了解一个人的学习风格(s),一个将能够开发的技能帮助一个学习以各种方式实现全部潜力。


Learning styles influence learning and that learning outcome is higher for students who are able to use multiple learning styles (Felder, 1995; Reid, 1987, Reid, 1998; Claxton and Murell, 1985; Mulalic, Mohd Shah and Ahmad, 2009). Learning styles and preferences vary for each of us and in different situations. Some learners, for instance, prefer to learn by reading textbooks, while others prefer a verbal explanation (Riazi and Riasati, 2007). In addition, people may differ in how they most effectively show their understanding; either orally or in writing and through graphs or figures. In other words, learners learn and show their understandings in various ways in different situations. Learning styles refer to the cognitive, emotional, and psychological behaviours which serve as relatively fixed and unchangeable indicators of how learners understand, interact with and reply to the learning environment (Keefe, 1982). Oxford (2003) asserted that learning styles are the general approaches that learners utilize in acquiring a new language or in learning any other subjects. These styles are the overall patterns that give learning behaviour a general direction (Cornett, 1983). By understanding one’s learning style(s), one will be able to develop the skills that help one learns in a variety of ways to achieve full potential.


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