Kolb 학습양식이 교수설계선호도와 학업성취도에 미치는 영향
Evaluation of the relationships between Kolb learning style, instructional method preferences, and academic achievement -Focus on blended learning model for a fundamental chinese

한국중국언어학회
중국언어연구
제37권
2011.11

321 - 341 (21 pages)

本文从科布(Kolb)的学习风格模型寻究了混合试学习(blended learning)环境上的基础汉语教法设计选好度与学业成就度｡首先按照科布(Kolb)的学习风格把学习者分为适应者(accommodator)､分散者(diverger)､收敛者(converger)､融合者(assimilator)的四个部分｡然后, 把混合试学习分为混合学习领域､网络学习领域､教室学习领域的三个尺度, 通过问卷调查后, 再把这些结果分析了各个集体的特点｡这时使用的问卷用SPSS的<Cronbach's α>来分析了信度系数｡最后, 为了探讨混合试学习环境上的基础汉语教法设计选好度与学业成就度, 用分散分析与事后比较分析来检定影响关系｡

1. 서론

2. 이론적 배경

3. 연구방법 및 절차

4. 연구결과 및 해석

5. 결론

Kolb 학습양식이 교수설계선호도와 학업성취도에 미치는 영향
Evaluation of the relationships between Kolb learning style, instructional method preferences, and academic achievement -Focus on blended learning model for a fundamental chinese

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Kolb 학습양식이 교수설계선호도와 학업성취도에 미치는 영향 Evaluation of the relationships between Kolb learning style, instructional method preferences, and academic achievement -Focus on blended learning model for a fundamental chinese

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Kolb 학습양식이 교수설계선호도와 학업성취도에 미치는 영향
Evaluation of the relationships between Kolb learning style, instructional method preferences, and academic achievement -Focus on blended learning model for a fundamental chinese

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