中国大学生的智力风格

出版时间：2011-7  出版社：范为桥 中国科学技术大学出版社 (2011-07出版)  作者：范为桥 编  页数：323  

内容概要

　　范为桥编著的《中国大学生的智力风格》是作者对自己近年来研究中国大学生智力风格结果的总结。在教育心理学范畴内，智力风格的研究起源于对智力与人格不能很好解释与预测学生学业成绩的反思。不同学者从各自的视角出发，提出了各种风格理论，试图改善对学生学业成绩的理解，促进学生更好地学习。由于心理学特殊的历史沿革，在智力风格领域内，针对中国人群的专门研究比较少见。本书在充分总结前人研究的基础上，以发展的视角比较了中国大学生人群的智力风格在超媒体学习环境与传统学习环境中的发展特点及其对大学生学业成绩的贡献。本书还总结了该研究结果的理论与实践价值，并对未来研究方向给出了充分的展望。　　《中国大学生的智力风格》可以作为智力风格与教育心理学相关领域研究工作者的参考读物，也对高等学校学生进行心理学研究英语论文写作训练有帮助。 

书籍目录

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

章节摘录

版权页：插图：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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《中国大学生的智力风格》是由中国科学技术大学出版社出版的。