美国怀俄明论文代写:蜂蜜与芒福德

Keywords:美国怀俄明论文代写:蜂蜜与芒福德

探讨学习者的认知风格(骑马、1991)和体验式学习模式的个体差异在设计自我指导学习材料的过程中可能存在的问题。该研究提供了一些建议，以开发平衡的教学材料，这些材料承认学习者在学习周期的每个阶段和学习者在语言表达(VI)和分析(WA)的认知风格维度之间的个体差异。它还回顾了学习周期，相关的学习方式(Kolb, 1984;《蜂蜜与芒福德》，1986年，1992年)和《认知风格(骑马，1991)》的逐字描述性分析模型(骑马，1991)提出建议。研究认为，Kolb、Honey和Mumford提出的学习周期概念和骑乘的认知风格模型，可以为学习者在设计可能能够实现的自我指导材料时，提供有用的指导，以适应学习者的个体差异;学习的困难要被预期和解决，自我指导的有效性和效率得到提高，学习者要意识到学习过程使他们能够自立、自主，学习者和设计师采用“全脑”的方法。
美国怀俄明论文代写:蜂蜜与芒福德
explores ways in which individual differences between learners regarding their cognitive styles (Riding, 1991) and experiential learning model may be accommodated while designing self-instructional learning materials. The study provides suggestions to develop balanced instructional materials that acknowledge each stage of the learning cycle and individual differences between learners in terms of verbalizer-imager (VI) and wholist-analytical (WA) dimensions of cognitive style. It also reviews the learning cycle, the associated learning styles (Kolb, 1984; Honey and Mumford, 1986, 1992) and the verbalizer-imager/wholist-analytical model of cognitive style (Riding, 1991) to make suggestions. The research argues that the learning cycle notions suggested by Kolb and Honey and Mumford and the cognitive style model by Riding may provide useful guidelines for accommodating individual differences between learners while designing self-instructional materials which may enable; learning difficulties to be anticipated and addressed, the effectiveness and efficiency of self-instruction to be improved, learners to become aware of the learning process enabling them to be self-reliant and autonomous, and learners and designers to adopt a "whole-brain" approach.