李丽匣 卢冀伟 孟庆有 刘杰 姚金

摘  要：在教学中尊重学习风格差异性，对贯彻执行OBE“产出导向、学生中心、持续改进”内涵具有重要作用。采用Kolb学习风格测量表，对68名矿物加工本科生进行了学习风格测量，获得受测试学生在感知信息和加工信息维度上的学习过程偏好，分析了各学习风格与专业英语考核成绩的相关性。结果表明，66.20%受测试者倾向于采用具体经验感知方式（发散型+适应型）解决问题，54.91%的受测试者持积极实践态度（同化型+适应型）;专业英语过程性考核、终结性考核、整体考核成绩均视为具有正态性特质，具体经验感知信息能力与过程性考核成绩之间存在显著的正相关关系，但是各学习风格对整体考核成绩不呈现显著性差异，体现了立体考核方式的合理性。文章研究结果，对专业英语下一轮教学设计中融入学习风格差异、提高教学质量，具有重要启示。

关键词：学习风格;学习行为;考核成绩;教学设计;专业认证

中图分类号：G640 文献标志码：A         文章编号：2096-000X（2020）35-0082-05

Abstract： To implement the connotation "output-oriented， student-centered， continuous improvement" of OBE， it is important to respect the differences in learning styles in the teaching process. The Kolb learning style measurement table is adopted to measure the learning style of 68 undergraduates in mineral processing， in order to obtain the learning process preferences of the tested students in the dimensions of perception information and processing information and to analyze the relevance between learning style and assessment results of the course Professional English. Results show that 66.20% of the testees tend to use specific experience perception methods （diverger + accommodator） to solve problems， and 54.91% of the testees have a positive practical attitude （assimilator + accommodator）. Professional English process assessment， termination assessment， and overall assessment results are considered to have a normal distribution. There is a significant positive correlation between perception information ability of concrete experience and process assessment results， but each learning style does not show significant differences in overall assessment results， reflecting the rationality of the three-dimensional assessment method. The results of this study have important implications for integrating the learning style differences and improving teaching quality in the next round of course-teaching design of Professional English.

Keywords： learning style; learning behavior; assessment results; teaching design; professional accreditation

一、研究背景及目的

OBE倡導以学生为中心[1-2]，学习风格是影响课程产出成果的重要变量，中国教育自孔子时代就提倡“因材施教”，践行OBE理念下教学目标达成，应认真分析受教育者的学习风格，在教学中尊重学习风格的差异性，进行相应教学设计。

Kolb学习理论认为，学习过程建立在二个维度上：感知信息和加工信息维度（图1），包含四个环节：具体经验、反思观察、抽象概括和主动实践。学习风格是个体感知和加工信息的偏好[3]：（1）在感知信息纬度存在具体和抽象的差异，即具体经验（CE）和抽象概念化（AC）。……