Learning Style Survey

VARK四种学习风格测评表⽬录1.什么是VARK 四种学习风格模型2.青年版测评量表3.成⼈版测评量表VARK（Visual Aural Read/Write Kinesthetic 量表）是弗莱明（Neil Fleming）提出的学习风格调查量表，将学习风格划分为视觉型、听觉型、读写型和动觉型。

学习风格的差异表明你更应该选⽤适合你的⽅式去学习，⽽不是反其道⽽⾏之，这样你的学习效率会⼤⼤降低。

⽐如，读写型的孩⼦可能更适合当下的教育环境，但是如果你不是这样的学习风格，你可以创造环境来寻找更适合你的风格，从⽽将各种学习风格联系起来，找到最适合⾃⼰的学习⽅式。

需要注意的是，很多⼈都不是⼀种单⼀的学习风格，⽽是综合性的。

下⾯两个量表有助于你判断你是那种类型的学习风格。

VARK 四种学习风格模型 – 青年版在最适合你个⼈倾向的选项上画圈，⼀题可以多选;如果都不适合你的情况，也 可以不选。

1、如果你准备为朋友举办⼀个惊喜派对，你会A. 邀请朋友们直接开始派对。

B. 想象派对上可能发⽣的事情。

C. 打电话或者发信息跟别⼈讨论。

D. 列出准备派对要做的事情和要买的东西的清单。

2、回忆当你学会了如何玩新电脑或棋盘游戏时，你这样学学得最好:A. 先看别⼈做。

B. 从指⽰图中找到线索。

C. 先听别⼈解释，然后提问。

D. 看说明。

3、你喜欢______的⽹站。

A. 有题⽬可以做B. 提供有趣的设计和视觉效果C. 提供听⾳乐，聊天和讨论的⾳频通道D. 提供有趣的信息和已出版的⽂章4、如果你准备为家⼈做⼀些特别的东西，你会A. 做⼀些以前做过的东西B. 从书本或者杂志的美图中寻找想法C. 跟朋友商量D. 查找书⾯教程5、你想了解关于事件、⽐赛或测试的反馈信息，你想有反馈意见:A. 我完成了的例⼦B. 显⽰了预期效果的图表C. 讨论成员的反馈信息D. 使⽤的书⾯说明或者成绩单6、如果你不确定⼀个单词应该是“dependent”或者“dependant”，你会A. 查词典。

学习风格（Learning Styles）测试/showWeb/0/1/29297.aspx四个类型各有优点和缺点，没有好坏之分；测试只是帮助大家看到自己的长处、短处，有利于更好的发挥自己的特点。

各个类型的定义：1、积极主动者(Activist)积极主动者完全并无偏见地投身于新的体验。

他们喜欢现时的状态和感受，乐于沉浸在即刻的体验中。

他们心胸开阔，不怀疑别人，这常常使他们热衷于新鲜事务。

他们的信条是“我现在就要尝试一切”。

他们敢做敢为，不顾一切，整日忙碌。

他们喜欢短暂的刺激，经常头脑风暴般地处理问题。

一项活动的新鲜感刚刚消失，他们又开始寻找下一个刺激。

他们喜欢迎接新体验的挑战，但是对于具体的实施和持久的坚持感到厌烦。

他们喜欢不断地与他人交际但爱出风头。

他们是小组的生命和灵魂，总想成为各种活动的核心人物。

优点：⏹灵活并心胸开阔⏹总是跃跃欲试⏹乐于出现在新的场合⏹对新鲜事物乐观其成并寻求变革不足：⏹做事追求短期效果并不假思索⏹常常不必要地冒险⏹过于主动表现自己⏹缺乏具体实施和持久坚持的耐心2、被动反映者(Reflector)被动反映者喜欢独立思考并从不同的视角静观其变。

他们收集第一手数据和其他来源的资料，并总是在得出结论前反复琢磨。

他们不厌其烦地调研并求证，取决于他们尽可能地推延得出确定性结论的喜好。

他们的信条是小心谨慎，深思熟虑。

即：“三思而后行”；“把问题留到第二天解决”。

他们考虑周全，在开始行动前总是要把一切可能的情况都设想进去。

开会和研讨时他们喜欢坐在后座。

他们喜欢在行动中观察别人。

他们在得出结论前首先倾听他人意见并弄清了问题的实质。

他们倾向于低调处事，喜欢宽松和包容的氛围。

他们总是在考虑了过去和现在、兼顾了自己和他人后而行动，把自身行为作为全部活动的一部分。

优点：⏹处事谨慎⏹做事细心而有条理⏹思考周全⏹善于倾听他人意见并吸收正确的建议不足：⏹不愿意直接参与⏹决断迟疑，行动不果敢⏹过于小心谨慎，不敢冒险⏹缺乏自信3、理论主义者(Theorist)理论主义者善于将观察到的事物进行综合分析并使之在理论上更具逻辑性。

学习风格问卷调查如果你对某个问题赞成的比例大于不赞成，则打（V);反之，打(X)。

应确保回答每一个问题。

1.只要认为有理由，我通常会冒一定的风险。

2.我倾向于采用一步一步解决问题的方法，回避不切实际的想法。

3.我有直截了当，少说废话的办事名声。

4.我经常发现按感情办事与通过仔细分析，深思熟虑后在行动同样完美。

5.最要紧的是工作是否有实效。

6.当我听到新的想法与方法，我立即着手解决他们的应用问题。

7.我热衷于自我节制，如控制饮食，按时锻炼，执着于固定的常规等。

8.对完成一项严格而又有条不紊的工作，我感觉到自豪。

9.我同重逻辑，爱分析的人相处得很好，同想到就干，“理性不足”的人相处的就差一些。

10.我对手头的材料总要进行仔细的剖析，避免草率下结论。

11.我喜欢认真地对多种选择权衡利弊后才做出决策。

12.不寻常且奇异的念头比实际的想法更能吸引我。

13.我不喜欢“支离破碎”，偏爱把事情组织得有条有理。

14.我喜欢把我的行动同一般规律相联系。

15.讨论问题时，我喜欢一针见血。

16.我偏爱得到尽可能多得消息来源－能思索的资料越多越好。

17.不能严肃对待事物的无礼之士通常都让我反感。

18.我喜欢对事件作出机动灵活的即时反应，而不喜欢把一切都实现计划好。

19.如果要我在限期内匆匆完成一项任务，我感到担心。

20.我倾向于按人们的实际才干判断他们的意见。

21.我往往对干了再说的人抱有反感。

22.把握住现在对缅怀过去和展望未来更重要。

23.我认为，根据对全部资料进行彻底地分析后所做的决定比按直觉所做的更健全。

24.会议中，我总能提供很多方案，想到什么说什么。

25.比较起来，我说的比我听的多。

26.会议中，我对无关主旨的节外生枝感到不耐烦。

27.我欣赏我自己的声音。

28.讨论问题时，我总发现自己是个现实主义者，使人们不脱离主题，避开不切实的臆断。

29.我喜欢三思而后行。

30.同别人讨论问题时，我总发现自己使最客观，最冷静的人。

英语自我效能感问卷的编制及信效度检验答会明（陇东学院教育系，甘肃庆阳７４５０００）【摘要】目的：检验自编英语自我效能感问卷（ＥＳＥＱ）的信度与效度水平。

方法：通过６６９（５０１，１６８）名非英语专业大学生对该问卷进行检测。

结果：①英语自我效能感问卷由１７个题项两个分问卷，英语学习行为效能感问卷（ＥＳＥＱ１）和英语学习能力效能感问卷（ＥＳＥＱ２）构成；②ＥＳＥＱ与ＥＳＥＱ１、ＥＳＥＱ２都具有良好的信度和效度；③非英语专业女大学生的英语自我效能感显著高于男大学生（Ｐ＜０．００１），文理科大学生的英语自我效能感差异不显著。

④非英语专业大学生的ＣＥＴ４成绩与英语自我效能感问卷及分问卷间均呈显著正相关（Ｐ＜０．００１）。

结论：自编英语自我效能感问卷（ＥＳ－ＥＱ）具有良好的信度和效度。

【关键词】英语自我效能感问卷；英语学习行为效能感；英语学习能力效能感；信度；效度中图分类号：Ｇ４４９．１文献标识码：Ａ文章编号：１００５－３６１１（２００６）０６－０５６９－０３ＥｓｔａｂｌｉｓｈｍｅｎｔｏｆＥｎｇｌｉｓｈＳｅｌｆ－ｅｆｆｉｃａｃｙＱｕｅｓｔｉｏｎｎａｉｒｅａｎｄＡｎａｌｙｓｉｓｏｆＩｔｓＲｅｌｉａｂｉｌｉｔｙａｎｄＶａｌｉｄｉｔｙＤＡＨｕｉ－ｍｉｎｇＥｄｕｃａｔｉｏｎＤｅｐａｒｔｍｅｎｔｏｆＬｏｎｇｄｏｎｇＵｎｉｖｅｒｓｉｔｙ，Ｑｉｎｇｙａｎｇ７４５０００，Ｃｈｉｎａ【Ａｂｓｔｒａｃｔ】Ｏｂｊｅｃｔｉｖｅ：Ｔｈｅｒｅｓｅａｒｃｈａｉｍｓａｔｅｘａｍｉｎｉｎｇｔｈｅｒｅｌｉａｂｉｌｉｔｙａｎｄｖａｌｉｄｉｔｙｏｆｔｈｅｓｅｌｆ－ｄｅｓｉｇｎｅｄＥｎｇｌｉｓｈＳｅｌｆ－ｅｆ－ｆｉｃａｃｙＱｕｅｓｔｉｏｎｎａｉｒｅｓ（ＥＳＥＱ）．Ｍｅｔｈｏｄｓ：Ｉｔｗａｓｃｏｎｄｕｃｔｅｄｗｉｔｈ６６９（５０１，１６８）ｎｏｎ－Ｅｎｇｌｉｓｈｍａｊｏｒｃｏｌｌｅｇｅｓｔｕｄｅｎｔｓａｓｉｔｓｓｕｂｊｅｃｔｓ．Ｒｅｓｕｌｔｓ：①ＥＳＥＱｃｏｎｓｉｓｔｅｄｏｆ１７ｉｔｅｍｓａｎｄｔｗｏｓｕｂ－ｑｕｅｓｔｉｏｎｎａｉｒｅｓ：Ｅｎｇｌｉｓｈｌｅａｒｎｉｎｇｂｅｈａｖｉｏｒｅｆｆｉｃａｃｙ（ＥＳＥＱ１），Ｅｎｇｌｉｓｈｌｅａｒｎｉｎｇａｂｉｌｉｔｙｅｆｆｉｃａｃｙ（ＥＳＥＱ２）．②ＥＳＥＱ，ＥＳＥＱ１ａｎｄＥＳＥＱ２ａｌｌｒｅａｃｈｅｄａｓｅｔｓｔａｎｄａｒｄｏｆｒｅｌｉａｂｉｌｉｔｙａｎｄｖａｌｉｄｉ－ｔｙ．③Ｅｎｇｌｉｓｈｓｅｌｆ－ｅｆｆｉｃａｃｙｏｆｆｅｍａｌｅｓｔｕｄｅｎｔｓｗａｓｒｅｍａｒｋａｂｌｙｈｉｇｈｅｒｔｈａｎｔｈａｔｏｆｔｈｅｉｒｍａｌｅｃｏｕｎｔｅｒｐａｒｔｓ（Ｐ＜０．００１）．ＴｈｅｒｅｗａｓｌｉｔｔｌｅｄｉｆｆｅｒｅｎｃｅｂｅｔｗｅｅｎｓｔｕｄｅｎｔｓｏｆａｒｔｓａｎｄｓｃｉｅｎｃｅｓｉｎＥｎｇｌｉｓｈｓｅｌｆ－ｅｆｆｉｃａｃｙ．④ｎｏｎ－Ｅｎｇｌｉｓｈｍａｊｏｒｃｏｌｌｅｇｅｓｔｕｄｅｎｔｓ’ＣＥＴ４ｇｒａｄｅｓｗｅｒｅｐｏｓｉｔｉｖｅｌｙｃｏｒｒｅｌａｔｅｄｗｉｔｈｔｈｅｉｒｓｃｏｒｅｓｉｎＥｎｇｌｉｓｈｓｅｌｆ－ｅｆｆｉｃａｃｙｑｕｅｓｔｉｏｎｎａｉｒｅｓａｎｄｔｈｅｏｔｈｅｒｔｗｏｓｕｂ－ｑｕｅｓｔｉｏｎｎａｉｒｅｓ（Ｐ＜０．００１）．Ｃｏｎｃｌｕｓｉｏｎ：ＥＳＥＱｉｓｏｆｇｏｏｄｒｅｌｉａｂｉｌｉｔｙａｎｄｖａｌｉｄｉｔｙ．【Ｋｅｙｗｏｒｄｓ】ＴｈｅＥｎｇｌｉｓｈＳｅｌｆ－ｅｆｆｉｃａｃｙＱｕｅｓｔｉｏｎｎａｉｒｅ；Ｅｎｇｌｉｓｈｌｅａｒｎｉｎｇｂｅｈａｖｉｏｒｅｆｆｉｃａｃｙ；Ｅｎｇｌｉｓｈｌｅａｒｎｉｎｇａｂｉｌｉｔｙｅｆｆｉ－ｃａｃｙ；Ｒｅｌｉａｂｉｌｉｔｙ；Ｖａｌｉｄｉｔｙ班杜拉的自我效能理论认为，自我效能感是指个人对自己在特定情境中能否组织和执行某种行为，实现特定行为目标的信念体系。

中学生英语学习问卷调查报告范文全文共3篇示例，供读者参考篇1Title: Survey Report on English Learning among Middle School StudentsIntroduction:English learning is an essential part of the curriculum for middle school students in China. In order to understand the current situation of English learning among middle school students and explore the factors that influence their learning effectiveness, a survey was conducted among a group of middle school students in a city in China. The purpose of this report is to present the findings of the survey and provide recommendations for improving English learning among middle school students.Methodology:A total of 300 middle school students were selected to participate in the survey. The participants were from different grades and backgrounds to ensure the representativeness of the sample. The survey questionnaire was designed to collect information on students' English learning habits, motivation,perceived challenges, and preferences for learning methods. The questionnaire was distributed and collected electronically to facilitate data analysis.Findings:1. English learning habits:- The majority of students reported spending 1-2 hours per day on English learning outside of school.- Listening and speaking were the most common activities among students, followed by reading and writing.- Only a small percentage of students reported regularly using English learning apps or online resources.2. Motivation:- The primary motivation for students to learn English was to improve their academic performance.- A significant number of students expressed interest in studying abroad or pursuing a career related to English.3. Perceived challenges:- The most common challenges reported by students were difficulties in grammar and vocabulary comprehension.- Lack of opportunities for English speaking practice was also cited as a major challenge.4. Preferences for learning methods:- The majority of students preferred traditional classroom learning with a focus on teacher-led instruction.- A smaller percentage of students expressed interest in interactive and experiential learning methods.Recommendations:Based on the findings of the survey, the following recommendations are proposed to improve English learning among middle school students:1. Encourage more interactive and experiential learning activities to enhance students' engagement and motivation.2. Provide more opportunities for students to practice English speaking through conversation clubs, language exchange programs, and immersive experiences.3. Integrate technology into English learning to make it more interactive and accessible, such as using English learning apps, online resources, and multimedia materials.4. Offer support and resources for students to develop their English writing skills through writing workshops, feedback sessions, and creative writing assignments.5. Promote a positive and encouraging learning environment that values students' efforts and achievements in English learning.Conclusion:In conclusion, the survey findings highlight the importance of addressing students' English learning habits, motivation, challenges, and preferences to improve their learning effectiveness. By implementing the recommendations proposed in this report, middle school students can enhance their English proficiency and achieve their academic and career goals. Ultimately, a comprehensive and student-centered approach to English learning is essential for fostering a generation of proficient and confident English speakers among middle school students in China.篇2Title: Survey Report on High School Students' English LearningIntroductionEnglish is one of the most important subjects in high school education. It is a widely spoken language around the world and plays a significant role in communication, business, and academics. To better understand the current status of high school students' English learning and their needs, a survey was conducted among a sample of high school students.MethodologyThe survey was conducted among 300 high school students from different grades and schools. The survey questionnaire consisted of questions regarding students' English learning habits, preferences, difficulties, and needs. The data was collected through online surveys and face-to-face interviews.Findings1. English Learning Habits:- 85% of the students reported that they spend at least 1 hour per day studying English.- 60% of the students prefer learning English through watching English movies and TV shows.- 40% of the students practice English by speaking with native English speakers or participating in English-speaking clubs.2. Difficulties in English Learning:- 70% of the students find grammar to be the most challenging aspect of English.- 50% of the students struggle with pronunciation and speaking fluently.- 30% of the students find it difficult to understand English texts and articles.3. Learning Needs:- 80% of the students expressed the need for more speaking practice.- 70% of the students want more interactive activities in English classes.- 60% of the students feel the need for additional resources such as English learning apps and websites.RecommendationsBased on the findings of the survey, the following recommendations are suggested to improve high school students' English learning experience:1. Introduce more speaking and listening activities in English classes to enhance students' communication skills.2. Provide students with access to English learning resources such as apps, websites, and language exchange programs.3. Organize English-speaking clubs or conversation groups to give students more opportunities to practice speaking English.4. Encourage students to watch English movies, TV shows, and listen to English songs to improve listening skills and pronunciation.ConclusionIn conclusion, the survey provides valuable insights into high school students' English learning habits, difficulties, and needs. By implementing the recommended strategies, educators can help students improve their English proficiency and achieve success in their academic and professional pursuits. English learning is a lifelong journey, and with the right support and resources, high school students can become confident and proficient English speakers.篇3A Survey Report on English Learning among Middle School StudentsIntroductionEnglish learning is an important subject for middle school students in China. With the increasing emphasis on English proficiency in the society, it is essential to explore how students perceive and engage in English learning. This survey aims to investigate the attitudes, habits, and challenges of middle school students in learning English.MethodologyA questionnaire survey was conducted among 500 middle school students in a selected school in China. The survey consists of questions about students' attitudes towards English learning, study habits, frequency of English practice, challenges they face in learning English, and their opinions on the importance of English. The data was collected and analyzed to provide insights into the current status of English learning among middle school students.ResultsAttitudes towards English learning: The results show that the majority of middle school students have a positive attitudetowards English learning, with 80% of the respondents enjoying learning English and 65% considering it important for their future.Study habits: Nearly 70% of the students reported that they spend at least one hour a day studying English, either through self-study or attending English classes. However, 25% of the students admitted that they only study English when required by the school.Frequency of English practice: 60% of the students practice English outside of class through reading English books, watching English movies, or chatting with English-speaking friends. However, a significant number of students (40%) rarely practice English outside of class.Challenges in learning English: The biggest challenges reported by students include difficulties in speaking and listening, lack of vocabulary, and grammar errors. Many students also mentioned the pressure from exams and competition.Importance of English: 90% of the students believe that English is essential for their future, such as for further studies, job opportunities, and travel. Some students also mentioned that English can help them communicate with people from different countries and cultures.Conclusion and RecommendationsOverall, the survey findings suggest that middle school students in China have a positive attitude towards English learning but face challenges in speaking and listening, vocabulary acquisition, and grammar. To improve English learning among students, it is recommended to provide more opportunities for students to practice speaking and listening, encourage reading English materials, and offer support for vocabulary and grammar learning. Additionally, schools can organize more English activities, such as English competitions, debates, and cultural exchanges, to enhance students' interest and motivation in learning English.In conclusion, English learning plays a crucial role in the education of middle school students, and efforts should be made to support students in overcoming challenges and developing a strong foundation in English proficiency.。

Learning StylesWhat is your learning style? This online survey is designed to find out what makes you tick. Are you the sort of person that learns best by hearing? Or are you more of a "hands-on" type of person? Which way of learning works best for you?In this test there are five different categories that identify how you learn. Each one of us uses a combination of these learning styles. Once you've taken our test you will find out how you learn best. In future this may help you to learn more effectively and easily, by choosing the learning methods that suit you. So take our test and find out!Once the page has finished loading you will see the word "Enter" appear and a yellow arrow. Please click the arrow to continue. If you are unsuccessful you may need to download a newer version of Macromedia Flash. You will find a link to this below.What Styles?There are twenty questions in this survey that help identify five different learning styles. The questions we've asked are designed to find out which learning styles best suit you. Some of us have strengths in one particular area, others may find that a combination of learning styles suits them. There has been a great deal of research done on different people's learning styles, some of which focus on dimensions such as cognitive ability, personality type and environmental preferences.This survey focuses on the following five learning systems:1) listening/reading (auditory learners)2) seeing/visualising (visual learners)3) experiencing/hands-on learning (kinaesthetic learners)4) feeling/belonging (social/emotional learners)5) reflecting/evaluating (metacognitive learners)To find out more about the advantages and disadvantages of each learning style, read on.The Auditory LearnerAdvantagesAn auditory learner likes listening. If you are an auditory learner you benefit from talks and lectures. You should also be able to absorb a lot of informationfrom radio programmes. You are very likely to have skills in sequencing and organising information and have a methodical approach to many aspects of life. You may remember information by using a checklist. You can often be considered a reliable and independent workerDisadvantagesIt's highly likely that you are unable to multitask, having to complete one job before embarking on another. There is also a possibility that you focus on small bits of information and do not obtain a holistic and broad picture of something you are working on. You may also prefer to work on your own rather than work in groups.The Visual LearnerAdvantagesA visual learner enjoys images. As a visual learner, you will be good at visualising events and imagining situations. You can use visual strategies for remembering information. You probably get considerable pleasure from learning involving visual and creative skills. You may also see the whole picture when discussing or working on a problem or task.DisadvantagesYou may need more time to complete tasks. You can be more interested in the appearance of something than its actual value - which may be a disadvantage in some situations, though not in all. You may not spend enough time on, or give enough attention to specific details.The Kinaesthetic LearnerAdvantagesThe kinaesthetic learner enjoys learning through doing. This active learning style is useful for assembling and making products. You may find it easy to demonstrate how to do something. You are likely to be able to enjoy the actual experience of learning.DisadvantagesYou may miss some instructions or information if it is presented orally. You may find it difficult to concentrate on a lengthy written task while seated. You might find it hard to pay attention to detail - especially if it is in written form.Social/Emotional LearnersAdvantagesThe social/emotional learner tends to enjoy working with others or in a team. You tend to encourage others to be involved in a task and therefore you could be seen as quite motivational. You probably enjoy working in groups and will have a prime concern for the wellbeing of colleagues and friends. You thrive on discussion and this can be very stimulating for you.DisadvantagesYou may become too dependant on assistance from others. You may find it difficult to structure a task if you are completely on your own. It is possible that you are greatly influenced by your feelings and this might affect your judgement.The Metacognitive LearnerAdvantagesThe metacognitive learner wants to gain an overview. You tend to be good at reflecting and problem solving. You should be able to use previous learning effectively, when learning new information. You may need time to consider all possibilities and this can be appreciated by others; they may seek out and trust your advice.DisadvantagesYour style of learning may be frustrating to others if you are working in a group. You may take a long time to carry out a task, and could appear to be pedantic because of this.Learning for LifeLearning styles are important not only for learning, but for helping us through our everyday lives. Learning styles relate to a person's preferences for absorbing information, for solving problems and for success in social and personal situations. They can have implications for learning, family life, marriage, leisure and work.It is important that people are aware of their learning styles so they can relate them to personality type and life preferences, leading to greaterself-knowledge; knowing more about yourself helps you gain maximum success and benefit from both leisure and work.Dimensions of Learning StyleThere are many different dimensions of learning style - including environmental preferences such as time of day, the place where the learning activity is taking place, the background sound and type of lighting. Matching your learning style with the best learning environment can make a big difference to the outcome.The way information is presented is another aspect to be considered, for example, a visual learner having to read lengthy manuals at work, without any visual support, may struggle. If, however, sketches and diagrams are used to compliment the text, the visual learner becomes a more effective learner.In the learning styles questionnaire used in 'Take the Test' we have focussed on five dimensions - each refers to a different learning style as follows:1) listening/reading - auditory learners2) seeing/visualising - visual learners3) experiencing/hands-on - kinaesthetic learners4) feeling/belonging - social/emotional learners5) reflecting/evaluating - metacognitive learners<There is no hierarchy of style, no style is better than another, as learning style is very individual. What can determine success, or otherwise, is the matching of style to the task. People who have difficulty in work and in learning may do so because of the mismatch between their work tasks and their own specific style. Change the way a task is presented and the difficulties can disappear.The Role of the TaskWhen you set out to tackle a task, the best results may be achieved by matching what has to be done with your actual preference for learning. What we have to do in our lives and our jobs is important, but it's often best to tailor the task to the learner, rather than the other way around. Tasks can usually be changed to accommodate the learner's preference. This can be done by first assessing an individual's preferred learning style and then working out the skills required to complete the task, as well as identifying the learning resources that are available.The Role of the EnvironmentThe learning environment will affect an individual's learning experience. Some of us are more sensitive to certain environmental factors than others. These factors can include lighting - some prefer bright lights, while others prefer dim lights; colour, the use of music and seating arrangements. Some learners prefer to listen to music while working, others like totally quiet surroundings.Some prefer to sit on a sofa while reading or writing, while others may be more comfortable sitting at a desk. Everyone should try to recognise his/her own environmental preferences and as far as possible incorporate them into the learning or work activity.Our survey doesn't focus on environment, but an individual usually knows what sort they prefer. Both self-awareness and the survey results will help the individual become aware of his/her learning style or combination of styles.Career ChoiceWhat are the implications of learning style on career choice? It may not be as black and white as one would think. For example, a visual learner who finds it difficult to work in a traditional library setting, may overcome these difficulties by creating a more visual appeal to both the library and the actual job. They may also have different ways of recalling information, that could be useful to other visual learners who visit the library!This shows that the phrase 'square peg in a round hole' is not always cast in stone. Most jobs can be adapted to make them suitable, to some extent, to most styles. However, it is important to carefully consider your learningstyle/personality type before choosing a particular career as you may feel it necessary to favour some occupations over others to ensure the best possible fit.Life Choices and ChancesMany events in life are out of our control. Many, however, are within one's control. Decisions we make about employment, friends, marriage partners, accommodation and location of our home are all, to a certain extent, conscious ones and within our control. Learning styles/personality type can also influence the successful outcome of these. For instance, a very visual person may become unhappy if the room they work in looks onto a brick wall, or an auditory learner may find it very hard to concentrate if there is a radio on in the background.Nothing is really 'cast in stone' - people adapt, circumstances change and environmental factors can differ. Nevertheless most people have a longstanding and deeply ingrained preference for tackling tasks and for living their lives (work and play) in a particular way. Learning styles can help us understand ourselves and put that information to good use in life and work.ReferencesDunn, R., Dunn, K. and Price, G.E. (1996) Learning Styles Inventory, Lawrence, KA: Price Systems.Given, B.K. (2002) Teaching to the Brain's Natural Learning Systems. Association for Supervision and Curriculum Development. Alexandria, Virginia, USAGiven, B.K. and Reid, G. (1999) Learning Styles: A Guide for teachers and Parents. Red Rose Publications, North Promenade, St. Annes on Sea, Lancashire, U.K.Take the TestIn this survey you can explore your personal learning style.For each question, you have the choice of a number between one and four as the answer. One means this doesn't really apply to you, and four means that it very much applies to you.You can go back and change your answers if you want, either once you've seen all the questions, or at any time before you finish. Just click the back button to return to the one you want to change.This section shows results from all over the United Kingdom. One thing we want to examine is whether geographical location makes a difference to people's learning styles. We have no idea what the results will be, or even if there's any difference! That's why it's interesting to do studies like this one. So check out the "Does Location Matter" section of our results.Also, we're interested to know whether people in different careers have different learning styles, which you'll see in the "What Style for your Career?" section. It might be that people with similar learning styles tend to do the same sort of job. Or maybe there's little or no difference between learning styles and career choice. Have a look and find out.Similarly - Gender. With your help, as we gather data, we may well find that a number of differences appear!Are you male or female?What age are you?Where do you live?What is your occupation?Each of the following questions please rate on a scale of 1 – 4.If you want to find out about a famous person in history, would you be likely to go to a public library/bookshop and read about them?Do you enjoy making things?Do you often consider how something works?Do you enjoy joining interest groups?In your spare time do you like to read?When learning a new skill do you like someone to show you how to do it?Do you enjoy solving problems?Do you like to obtain information from watching a television programme? Would you describe yourself as a hands-on learner, that is, do you need to do something in order to learn more effectively?If you are learning something new, do you like discussing it with others? When taking notes do you use a lot of the page and do you like drawing pictures as an aid?When learning a new skill, do you like someone to verbally explain it to you? Do you like to consider all angles before deciding on an opinion?In your spare time do you like to be involved in a range of activities?When you are learning or studying a challenging task, do you need to be comfortable in your surroundings?Do you take time to reflect before making a decision?When remembering telephone numbers or other similar types of information, do you visualise these things in your mind?If you were assembling a piece of DIY furniture, do you read the instructions before proceeding?If you wanted to learn about a period of history, would you go to an historical place?Do you like to take your time and enjoy doing a task?ResultsThis section shows results from all over the United Kingdom. One thing we want to examine is whether geographical location makes a difference to people's learning styles. We have no idea what the results will be, or even if there's any difference! That's why it's interesting to do studies like this one. So check out the "Does Location Matter" section of our results.Also, we're interested to know whether people in different careers have different learning styles, which you'll see in the "What Style for your Career?" section. It might be that people with similar learning styles tend to do the samesort of job. Or maybe there's little or no difference between learning styles and career choice. Have a look and find out.Similarly - Gender. With your help, as we gather data, we may well find that a number of differences appear!Studying at the Open UniversityOver two million people have already chosen to study with The Open University - the wide range of courses and qualifications allows you to create a flexible programme of study to meet your own needs.If you've enjoyed doing our survey and wish to find out more about pursuing a career in learning, there are a number of options that may suit you.Beginning to studyIf you have no experience of higher education deciding to become an undergraduate student can be a big step. Our programme of short introductory courses has been specially designed to give you the chance to test the water before committing yourself. Short courses, such as the Blue Planet science course, are for people who may already have study experience, but who don't want to commit to a full undergraduate course straight away.This course can be found at:/courses/bin/p12.dll?C01S180_3_191Supporting you all the wayWhatever you decide to do, you'll never study alone. At the start of each course you are allocated a tutor and study group who can be contacted by post, telephone or e-mail. Your tutor will provide advice and guidance throughout your studies and will give individual feedback on your progress. Your Regional Centre is also on hand to answer any queries you may have.Course ProgrammesFor those wishing to enter education in a support role, there is the Specialist Teacher Assistant Certificate (STAC) course./courses/bin/p12.dll?Q01C22_5_0For those working with children in early years settings there is the Foundation Degree in Early Years./courses/bin/p12.dll?Q01G01_5_0The new foundation degree includes courses on child development, inclusive education, subject knowledge and personal professional development.The Open University offers Europe's largest Master's programme in education./courses/bin/p12.dll?Q01F01_5_0Courses include literacy development, behaviour, teaching English to speakers of other languages, lifelong learning, and researching inclusive practice.We'd like to draw your attention to some of the short courses that the Open University has to offer. These are particularly applicable to those who are interested in education and learning.Living with the NetEver wanted to know how computing can enrich your life? ThenT180 Living with the Net./t180.htm is a short course designed to help you through the jungle that is the Internet. It's offered twice a year and is taught entirely online. You learn how to do things such as publish your own blog, trace your family tree and create and publish your own web pages. The course is only 10 weeks in duration and you can find out more from the Open University's Courses and Qualifications website./courses/bin/p12.dll?C02T180_technologyUnderstanding e-learning: a guide for teachers and learnersWhat are the theoretical underpinnings of the Internet as a learning tool? Just how has the Internet affected learning? These are some of the questions that you'll find the answers to in the Open University short course T186 Understanding e-learning: a guide for teachers and learners./t186.htmIt's a course designed for those people who have already taken the plunge and have explored the Internet and would like to explore more. It's about staying in touch with the new technology and how to adapt content for this new method of delivery. This course is only 10 weeks in duration and you can find out more from the Open University's Courses and Qualificationswebsite./courses/bin/p12.dll?C02T186_technologyFind out moreTo learn more about our courses and qualifications and to find out what it s like to be an OU student:Visit our website atCall our Contact Centre on 01908 653231E-mail general-enquiries@Or you can write to:The Open UniversityPO Box 625Walton HallMilton KeynesMK7 6AA。

英语课题第二次问卷调查分析报告范文全文共3篇示例，供读者参考篇1English Class Topic Second Questionnaire Survey Analysis ReportIntroductionIn order to better understand the preferences and needs of students in our English class, a second questionnaire survey was conducted. The survey was aimed at gathering feedback on various aspects of the English class, including teaching methods, materials, and activities. The results of the survey will help us make improvements to the class and provide a better learning experience for the students.MethodologyThe questionnaire was distributed to all students in the English class, and a total of 100 responses were received. The questions covered a range of topics, including the students' preferred learning style, their satisfaction with the current teaching methods, and their suggestions for improvement.Results1. Learning StyleWhen asked about their preferred learning style, the majority of students (60%) indicated that they prefer a combination of visual, auditory, and kinesthetic learning. 20% of students prefer visual learning, 10% prefer auditory learning, and 10% prefer kinesthetic learning.2. Teaching MethodsOverall, students are satisfied with the current teaching methods used in the English class. 80% of students rated the teaching methods as good or excellent, while 20% rated them as fair. However, some students expressed a desire for more interactive and engaging activities in class.3. MaterialsMost students (70%) are satisfied with the materials used in the English class, including textbooks, worksheets, and online resources. However, 30% of students expressed a desire for more diverse and interesting materials to aid their learning.4. ActivitiesThe majority of students (75%) enjoy the activities conducted in the English class, such as group discussions, role plays, and language games. However, 25% of students suggested introducing more real-life scenarios and practical activities to help them apply their English skills in everyday situations.ConclusionOverall, the results of the second questionnaire survey indicate that students are generally satisfied with the current English class but have some suggestions for improvement. Moving forward, we will focus on incorporating more interactive and engaging activities, providing diverse materials, and integrating real-life scenarios into the lessons. By implementing these changes, we aim to enhance the learning experience for the students and help them achieve better results in their English studies. Thank you to all students who participated in the survey and provided valuable feedback.篇2Analysis Report of the Second Questionnaire Survey on English ClassesIntroductionThis report presents the analysis of the second questionnaire survey conducted on English classes in our school. The survey aimed to gather feedback from students on their experiences and opinions regarding the English classes they are currently taking. The survey covered various aspects of the English learning process, including the teaching methods used, the materials used, and the overall satisfaction with the courses.MethodologyThe survey was conducted using an online questionnaire distributed to all students enrolled in English classes in our school. A total of 300 students participated in the survey, which represents a response rate of 85%. The questionnaire consistedof multiple-choice questions, rating scales, and open-ended questions to gather both quantitative and qualitative data.Findings1. Teaching Methods: The survey found that the majority of students (60%) prefer a combination of traditional teaching methods and modern technology in English classes. However, 25% of students expressed a preference for more interactive and experiential learning activities.2. Materials Used: When asked about the materials used in English classes, 45% of students found the textbooks to be helpful, while 35% preferred online resources such as videos, podcasts, and interactive games. Only 20% of students felt that the materials were not engaging or relevant to their learning.3. Class Size: The survey revealed that 70% of students are satisfied with the class size, with most students indicating that smaller classes allow for more individualized attention from teachers. However, 30% of students expressed a desire for larger classes to promote more group discussions and interactions.4. Teacher Effectiveness: Students rated the effectiveness of their English teachers on a scale of 1 to 5, with 1 being the lowest and 5 being the highest. The average rating was 4, indicating that students perceive their teachers as knowledgeable, approachable, and engaging in the classroom.5. Overall Satisfaction: When asked about their overall satisfaction with English classes, 80% of students reported being satisfied or very satisfied with the courses they are currently taking. However, 20% of students expressed concerns about the pace of learning, the assessment methods used, and the lack of opportunities for practice outside of the classroom.RecommendationsBased on the findings of the survey, the following recommendations are proposed to enhance the quality of English classes in our school:1. Incorporate a variety of teaching methods to cater to different learning styles and preferences.2. Utilize a mix of traditional and modern materials to make the learning experience more engaging and relevant.3. Provide opportunities for more interactive and experiential learning activities to enhance student engagement and motivation.4. Consider the preferences of students when assigning class sizes to create a balanced learning environment.5. Encourage teachers to continue their professional development and training to improve their effectiveness in the classroom.6. Address student concerns about the pace of learning, assessment methods, and practice opportunities to ensure a more holistic and comprehensive English learning experience.ConclusionOverall, the findings of the second questionnaire survey provide valuable insights into the strengths and areas for improvement in English classes in our school. By implementing the recommendations outlined in this report, we can enhance the quality of English education and better meet the needs and expectations of our students. Thank you to all the students who participated in the survey and provided valuable feedback for this analysis.篇3Second Questionnaire Survey Analysis Report on English Class TopicIntroductionThe purpose of this report is to present the findings and analysis of the second questionnaire survey conducted on the topic of English class. The survey was carried out to gather insights from students regarding their opinions and feedback on various aspects of the English class, including teaching methods, materials, and overall learning experiences.MethodologyThe second questionnaire survey was administered to a sample of 100 students from different grade levels. The surveyconsisted of multiple-choice questions, rating scales, andopen-ended questions. The data was collected and analyzed using statistical techniques and qualitative analysis.Findings and AnalysisThe findings of the survey revealed several key insights into students' perceptions of the English class. The majority of students reported that they found the English class to be engaging and interesting. They appreciated the use of multimedia resources, such as videos and interactive activities, in the lessons. However, some students also expressed a desire for more opportunities to practice speaking and writing in English.In terms of teaching methods, most students preferred a combination of traditional and modern approaches. They valued the use of textbooks and worksheets for grammar and vocabulary practice, as well as group discussions androle-playing activities for improving communication skills. However, some students felt that there was an over-reliance on the textbook and suggested more creative and interactive teaching methods.When it came to learning materials, students were generally satisfied with the quality of the textbooks and online resources used in the English class. They found the materials to be relevantand helpful in improving their language skills. However, some students also suggested incorporating more authentic andreal-life materials, such as newspapers and articles, to make the learning experience more practical and engaging.Overall, the survey findings indicated that students had a positive outlook on the English class and appreciated the efforts of the teachers to make the lessons engaging and interactive. However, there were also areas for improvement, such as providing more opportunities for speaking and writing practice, using a variety of teaching methods, and incorporating more authentic materials into the curriculum.ConclusionIn conclusion, the second questionnaire survey provided valuable insights into students' perceptions of the English class. The findings highlighted the strengths and weaknesses of the current teaching methods, materials, and overall learning experiences. Based on the feedback received, recommendations can be made to enhance the English class and improve the quality of education provided to students. It is important to continue gathering feedback from students and implementing changes to create a more effective and engaging learning environment in the English class.。