An Exploratory Study on the Matching of Learning Style and Teaching Mode of College Students under the Trend of Personalized Learning
Abstract
At present, artificial intelligence, learning analysis,machine learning and otherinformation technologies are transforming education in an all-round way. The deep integration of information technology and education has given birth to a large number of new things, such as Micro-Teaching Assistant APP, Rain Classroom APP, Blue Ink Cloud Class APP, Super Star Learning APP, smart classroom and virtual reality. The “classsystem” and “batch system” teaching mode, which emerged in industrialsociety and lasted for nearly 400 years, have been challenged unprecedeningly. Starting from the general trend of individualized learning, this paper discusses the conflict between the mass teaching mode of “class system” and individualized learning, as well as the dilemma of matching learning style and teaching mode, and puts forward four coping strategies based on this, so as to provide reference for the policy making of education administration department and contribute to the development of education and teaching.References
Mou Z. The reconsideration and solution of personalized learning theory in the era of “artificial intelligence plus”. Journal of Distance Education 2017; 35(3): 22–30.
Suo N. Research on the construction of personalized learning space model based on learning style [Master’s thesis]. Guizhou Normal University; 2018.
Su H, Chen Y, Wu D, et al. NMC horizon report: 2013 higher education edition (Ⅱ). Journal of Guangzhou Open University 2013; 107–112.
Wang Y, He X. The enlightenment of horizon report (higher education edition of 2019) on the informatization construction of colleges and universities. The Chinese Journal of ICT in Education 2019; (23): 6–12.
The Ministry of Education issued the guiding opinions on comprehensively and deeply promoting education informatization during the 13th Five Year Plan period (draft for comments). Distance Education in China 2015; (9): 50.
People’s Publishing House. Outline of national medium and long term education reform and development plan: 2010-2020. Beijing: People’s Publishing House; 2010.
Kolb DA. The learning style inventory: Self-scoring test and interpretation. Boston: Mcber and Company; 1976.
Dunn R, Dunn K, Price G. Identifying individual learning styles//Student learning styles: Diagnosing and prescribing programs. Reston, VA: National Association of Secondary School Principles; 1979.
GregorcA. Learning and teaching styles: Their nature and effects//Student learning styles: Diagnosing and prescribing programs. Reston, VA: National Association of Secondary School Principles; 1979.
Grigerenko EL, Sternberg RJ. Thinking styles. In: Sak-lofske DH, Zeidner M (editors). International Handbook of Personality and Intelligence. Plenum Press; 1995. p. 205–230.
Lu G. The development of the inventory of learning styles for undergraduate student. Journal of Xi’an Jiaotong University (Social Sciences) 2003; (3): 86–97.
Green JM, Oxford R. A closer look at learning strategies, L2 proficiency, and gende. Tesol Quarterly 1995; 29(2): 261–297.
Luo Z. Cultural differences in learning styles—A comparison between American learning styles and Chinese learning styles. Foreign Languages and Their Teaching 2005; (7): 28–30.
Liu Y. A study on the influence of teaching learning style matching on non English majors’ English achievement. Journal of Educational Development 2007; (5): 27–30.
Lu G, Wei N. Relationship of teachers’ conceptions of teaching and students’ learning styles. Research in Teaching 2010; (1): 1–12.
Zhou W. Difference analysis of learning styles in different teaching modes—Taking center china normal university sport psychology class as an example [Master’s thesis]. Central China Normal University; 2015.
Yang X, Jiang Q, ZhaoW. Big data learning analysis supports personalized learning research —Technology returns to the essence of education. Modern Distance Education 2016; (4): 71–78.
Authors contributing to this journal agree to publish their articles under the Creative Commons Attribution-Noncommercial 4.0 International License, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear. With this license, the authors hold the copyright without restrictions and are allowed to retain publishing rights without restrictions as long as this journal is the original publisher of the articles.
