Kolb’s Learning styles

加涅的学习层次分类涅的学习层次分类（David A. Kolb's Learning Styles）是涅见鉴思考模式的理论基础。

天下多学则明广博，学员的学习模式至关重要，高校和高等教育当中，涅的学习层次分为四类，即实践性学习（Experiential Learning）、认知性学习（Cognitive Learning）、艺术性学习（Artistic Learning）和社交性学习（Social Learning）。

实践性学习是指一种重视体验的学习方式，其核心理念在于实践和反思，它包括实践和反省，并以实践为主。

这种学习方式可加强学生与实践性思维的理解，使学生更好地感受到实践融入日常校园中的重要性。

认知性学习是用现有的认知及思维模式去理解与把握学习的一种方法。

这种方法强调整合高校课堂与学习环境之间的联系，引导学生积极思考，发现问题，并借助理论解决实践问题，以实现深层思考。

艺术性学习强调学习过程中对感受和直觉的认清，让学生重视内心的情感与思想，使用表达与内省的方式去思考解决学习中的矛盾。

学习者通过开放的思维方式动脑思考，从而改变他们对学习、生活、以及自己的理解。

社交性学习指的是以合作与学习的互动来学习的一种方法，其重点在于课堂中的学习生态环境，重视学习者之间的信任、真诚与友谊，引导学生积极参与，促进相互交流、研讨学习。

这种学习模式帮助学生增加学习的乐趣与自信，激发其学习勇气，去探索及教育创新。

涅的学习层次分类体现出它独特的优势——它没有单一、最低通用的学习方法，而是提供了多重多样的学习模式，以及培养学生在不同学习环境下运用适当的学习方法的能力。

正如涅所说，“适合自身的学习方法，才是有效的学习方法”。

因此，在高校与高等教育当中，应尊重学习者的个体差异性，定制最适合自身的学习方式，让每位学习者都能在学习的旅程当中得到温暖。

广州市高一学生所罗门学习风格与 Kolb学习风格类型的关系【摘要】目的：研究学生所罗门学习风格偏爱与Kolb学习风格类型的关系，为探究学习风格影响因素之间的关系提供依据。

方法：采用整群抽样方法对广州市某中学高一年级603名学生进行学习风格指数问卷（ILS）和经验学习风格类型量表（KLSI）的测量。

结果：所罗门学习风格的信息加工和输入维度与Kolb学习风格类型有统计学意义。

在所罗门学习风格等级得分与Kolb的学习方式得分的比较中多项有统计学意义。

结论：所罗门学习风格的类型与Kolb学习风格的类型有相关性。

所罗门学习风格的维度与Kolb学习风格的维度有交叠。

所罗门信息感知的维度与Kolb信息获取的维度存在分歧。

【关键词】高一学生；所罗门学习风格；Kolb学习风格提供个别化指导是人们对数字化时代移动学习、泛在学习的迫切要求。

传统下线教学模式，特别是以行政班为单位的课堂教学很难真正实现对每个学生实施个性化的教学。

运用大数据以及人工智能平台有望实现真正意义上的“适性教育”。

要实现“因材施教”的目标，首先需要确定的就是学习者属于什么样的“才”，才能通过算法提供合理恰当的教学资源，并对学习效果实施评价。

因此，科学地了解学习者的学习风格是实现个性化教学的先决条件。

学习风格是学习者一种稳定的学习偏好、学习习惯以及学习优势的总称，既有与生俱来的遗传属性，也有后天环境因素的影响[1]。

学习风格的概念从提出至今六十多年，形成了多个流派，不同学者根据各自的研究对学习者的学习风格类型提出了不同的划分方式。

Felder-Silverman学习风格模型是由Felder和Silverman于1988年提出[2]。

这个模型从感知信息、加工信息、输入信息及理解信息四个维度将学习风格分为四类，初衷是为了测量大学本科学生间的学习风格差异，再因应学生需求改进教学素材，提高学生的学习兴趣，从而达到改善计算机和工程专业的招生率的目的。

20世纪末基于Felder-Silverman学习风格模型提出的所罗门学习风格量表在教育信息技术领域尤其是线上教育中开始被广泛使用。

学习风格研究综述1. 本文概述本篇《学习风格研究综述》旨在全面梳理和深入探讨学习风格理论的发展历程及其在教育实践中的应用现状与价值。

文章首先从学习风格的基本概念入手，阐述其定义、分类以及形成机制等核心要素，进而回顾自上世纪至今国内外关于学习风格理论的重要研究成果，分析不同学者及研究团队对学习风格多元性的认知视角和实证证据。

随着教育个性化理念的深入人心，理解并尊重学生的个体差异，尤其是学习风格的差异性，对于提升教学效果和促进学生全面发展具有重要意义。

本文还将系统地评估各种学习风格模型的有效性，并结合具体案例分析如何依据学习风格设计和实施有效的教学策略。

通过这一综述，期望能为教育工作者提供一个全面了解和有效运用学习风格理论的框架，从而推动教育教学实践的创新与优化。

2. 学习风格理论基础学习风格理论是教育心理学领域的重要组成部分，它关注个体在获取、处理和保留新知识过程中所表现出的独特偏好与习惯性方式。

这一领域的研究始于20世纪60年代末至70年代初，随着认知科学的发展以及对个体差异的关注逐渐增强而日趋丰富多样。

卡尔罗杰斯的人本主义学习理论强调了自我导向学习的重要性，认为每个学习者都有独特的认知路径和情感需求。

此后，大卫库珀赫尔曼的多元智能理论拓宽了我们对学习风格的理解，指出存在多种智能类型，并且个体可能在不同类型的智能上表现出不同的优势，从而形成各自的学习风格。

与此同时，弗兰克法利纳提出的学习风格模型则聚焦于感知和认知过程的差异，如视觉型、听觉型、动手操作型学习者等。

尼尔菲奥雷等人进一步深化了学习风格的研究，提出了学习风格的维度模式，包括场独立依存、序列整体、直观抽象等特征。

这些理论构建了一个多维度的学习风格框架，帮助教育工作者识别并适应学生的个性化学习需求。

最近几十年里，诸如VARK模型（视觉、听觉、阅读写作、动觉）等也成为了广为接受的学习风格分类体系，它们关注学习者接收和表达信息的不同通道，提倡教师采用灵活多样的教学策略以满足不同学习风格学生的需求。

Experiential Learning Theory:Previous Research and New DirectionsDavid A. KolbRichard E. BoyatzisCharalampos MainemelisDepartment of Organizational BehaviorWeatherhead School of ManagementCase Western Reserve University10900 Euclid Avenue,Cleveland, OH 44106PH: (216) 368 -2050FAX: (216) 368-4785dak5,@August 31, 1999The revised paper appears in:R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum, 2000.Experiential Learning Theory: Previous Research and New Directions Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called “Experiential Learning” to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories. The term “experiential” is used therefore to differentiate ELT both from cognitive learning theories, which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process.Another reason the theory is called “experiential” is its intellectual origins in the experiential works of Dewey, Lewin, and Piaget. Taken together, Dewey’s philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitive-developmental genetic epistemology form a unique perspective on learning and development. (Kolb, 1984).The Experiential Learning Model and Learning Styles Experiential learning theory defines learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience"(Kolb 1984, p. 41). The ELT model portrays two dialectically related modes of graspingexperience -- Concrete Experience (CE) and Abstract Conceptualization (AC) -- and two dialectically related modes of transforming experience -- Reflective Observation (RO) and Active Experimentation (AE). According to the four-stage learning cycle depicted in Figure 1, immediate or concrete experiences are the basis for observations and reflections. These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn. These implications can be actively tested and serve as guides in creating new experiences.-------------------------------Insert Figure 1 about here-------------------------------A closer examination of the ELT learning model suggests that learning requires abilities that are polar opposites, and that the learner must continually choose which set of learning abilities he or she will use in a specific learning situation. In grasping experience some of us perceive new information through experiencing the concrete, tangible, felt qualities of the world, relying on our senses and immersing ourselves in concrete reality. Others tend to perceive, grasp, or take hold of new information through symbolic representation or abstract conceptualization – thinking about, analyzing, or systematically planning, rather than using sensation as a guide. Similarly, in transforming or processing experience some of us tend to carefully watch others who are involved in theexperience and reflect on what happens, while others choose to jump right in and start doing things. The watchers favor reflective observation, while the doers favor active experimentation.Each dimension of the learning process presents us with a choice. Since it is virtually impossible, for example, to simultaneously drive a car (Concrete Experience) and analyze a driver’s manual about the car’s functioning (Abstract Conceptualization), we resolve the conflict by choosing. Because of our hereditary equipment, our particular past life experiences, and the demands of our present environment, we develop a preferred way of choosing. We resolve the conflict between concrete or abstract and between active or reflective in some patterned, characteristic ways. We call these patterned ways “learning styles.”The Learning Style Inventory and the Four Basic Learning StylesIn 1971 David Kolb developed the Learning Style Inventory (LSI) to assess individual learning styles. While individuals tested on the LSI show many different patterns of scores, research on the instrument has identified four statistically prevalent learning styles -- Diverging, Assimilating, Converging, and Accommodating (Figure 1). The following summary of the four basic learning styles is based on both research and clinical observation of these patterns of LSI scores (Kolb, 1984, 1999a, 1999b).Diverging. The Diverging style’s dominant learning abilities are Concrete Experience (CE) and Reflective Observation (RO). People with this learning style are best at viewing concrete situations from many different points of view. It is labeled “Diverging” because a person with it performs better in situations that call for generation of ideas, such as a “brainstorming” session. People with a Diverging learning style have broad cultural interests and like to gather information. Research shows that they are interested in people, tend to be imaginative and emotional, have broad cultural interests, and tend to specialize in the arts. In formal learning situations, people with the Diverging style prefer to work in groups, listening with an open mind and receiving personalized feedback.Assimilating. The Assimilating style’s dominant learning abilities are Abstract Conceptualization (AC) and Reflective Observation (RO). People with this learning style are best at understanding a wide range of information and putting into concise, logical form. Individuals with an Assimilating style are less focused on people and more interested in ideas and abstract concepts. Generally, people with this style find it more important that a theory have logical soundness than practical value. The Assimilating learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.Converging. The Converging style’s dominant learning abilities are Abstract Conceptualization (AC) and Active Experimentation (AE). People with this learning style are best at finding practical uses for ideas and theories. They have the ability to solve problems and make decisions based on finding solutions to questions or problems. Individuals with a Converging learning style prefer to deal with technical tasks and problems rather than with social issues and interpersonal issues. These learning skills are important for effectiveness in specialist and technology careers. In formal learning situations, people with this style prefer to experiment with new ideas, simulations, laboratory assignments, and practical applications.Accommodating. The Accommodating style’s dominant learning abilities are Concrete Experience (CE) and Active Experimentation (AE). People with this learning style have the ability to learn from primarily “hand-on” experience. They enjoy carrying out plans and involving themselves in new and challenging experiences. Their tendency may be to act on “gut” feelings rather than on logical analysis. In solving problems, individuals with an Accommodating learning style rely more heavily on people for information than on their own technical analysis. This learning style is important for effectiveness in action-oriented careers such as marketing or sales. In formal learning situations, people with the Accommodating learning style prefer to work with others to get assignmentsdone, to set goals, to do field work, and to test out different approaches to completing a project.Factors that Shape and Influence Learning StylesThe above patterns of behavior associated with the four basic learning styles are shown consistently at various levels of behavior. During the last three decades researchers have examined the characteristics of learning styles at five particular levels of behavior: Personality types, early educational specialization, professional career, current job role, and adaptive competencies. We summarize briefly these research findings in Table 1 and discuss them below.--------------------------------Insert Table 1 about here--------------------------------Personality Types. ELT follows Carl Jung in recognizing that learning styles result from individuals’ preferred ways for adapting in the world. Jung’s Extraversion/Introversion dialectical dimension as measured by the Myers-Briggs Type Indicator (MBTI) correlates with the Active/Reflective dialectic of ELT as measured by the LSI; and the MBTI Feeling/Thinking dimension correlates with the LSI Concrete Experience/ Abstract Conceptualization dimension. The MBTI Sensing type is associated with the LSI Accommodating learning style and the MBTI Intuitive type with the LSI Assimilating style. MBTI Feeling typescorrespond to LSI Diverging learning styles and Thinking types to Converging styles.The above discussion implies that the Accommodating learning style is the Extraverted Sensing type, and the Converging style the Extraverted Thinking type. The Assimilating learning style corresponds to the Introverted Intuitive personality type and the Diverging style to the Introverted Feeling type. Myers (1962) descriptions of these MBTI types are very similar to the corresponding LSI learning styles as described by ELT (see also Kolb, 1984, pp: 83-85).Educational Specialization. Early educational experiences shape people’s individual learning styles by instilling positive attitudes toward specific sets of learning skills and by teaching students how to learn. Although elementary education is generalized, there is an increasing process of specialization that begins at high school and becomes sharper during the college years. This specialization in the realms of social knowledge influences individuals’ orientations toward learning, resulting to particular relations between learning styles and early training in an educational specialty or discipline.People with undergraduate majors in the Arts, History, Political science, English, and Psychology tend to have Diverging learning styles, while those majoring in more abstract and applied areas like Physical Sciences and Engineering have Converging learning styles. Individuals with Accommodatingstyles have educational backgrounds in Business and Management, and those with Assimilating styles in Economics, Mathematics, Sociology, and Chemistry.Professional Career Choice. A third set of factors that shape learning styles stems from professional careers. One’s professional career choice not only exposes one to a specialized learning environment, but it also involves a commitment to a generic professional problem, such as social service, that requires a specialized adaptive orientation. In addition, one becomes a member of a reference group of peers who share a professional mentality, and a common set of values and beliefs about how one should behave professionally. This professional orientation shapes learning style through habits acquired in professional training and through the more immediate normative pressures involved in being a competent professional.Research over the years has shown that social service (i.e., psychology, nursing, social work, public policy) and arts and communications professions (i.e., theater, literature, design, journalism, media) comprise people who are heavily or primarily Diverging in their learning style. Professions in the sciences (i.e., biology, mathematics, physical sciences) and information or research (i.e., educational research, sociology, law, theology) have people with an Assimilating learning style. The Converging learning styles tends to be dominant among professionals in the fields of technology (i.e., engineering, computer sciences, medical technology), economics, and environment science (i.e., farming,forestry). Finally, the Accommodating learning style characterizes people with careers in organizations (i.e., management, public finance, educational administration) and business (i.e., marketing, government, human resources).Current Job Role. The fourth level of factors influencing learning style is the person’s current job role. The task demands and pressures of a job shape a person’s adaptive orientation. Executive jobs, such as general management, that require a strong orientation to task accomplishment and decision making in uncertain emergent circumstances require an Accommodating learning style. Personal jobs, such as counseling and personnel administration, that require the establishment of personal relationships and effective communication with other people demand a Diverging learning style. Information jobs, such as planningand research, that require data gathering and analysis, as well as conceptual modeling, have an Assimilating learning style requirement. Technical jobs, suchas bench engineering and production that require technical and problem-solving skills require a convergent learning orientation.Adaptive competencies. The fifth and most immediate level of forces that shapes learning style is the specific task or problem the person is currentlyworking on. Each task we face requires a corresponding set of skills for effective performance. The effective matching of task demands and personal skills resultsin an adaptive competence. The Accommodative learning style encompasses a setof competencies that can best be termed Acting skills: Leadership, Initiative, andAction. The Diverging learning style is associated with Valuing skills: Relationship, Helping others, and Sense-making. The Assimilating learning style is related to Thinking skills: Information-gathering, Information-analysis, and Theory building. Finally, the Converging learning style is associated with Decision skills like Quantitative Analysis, Use of Technology, and Goal-setting Kolb, 1984).An Overview of Research on ELT and the LSI: 1971-1999 What has been the impact of ELT and the LSI on scholarly research? Since ELT is a holistic theory of learning that identifies learning style differences among different academic specialties, it is not surprising to see that ELT/LSI research is highly interdisciplinary, addressing learning and educational issues in several fields. Since the first publications in 1971 (Kolb, 1971; Kolb, Rubin & McIntyre, 1971) there have been many studies of the ELT and LSI. The most recent update of the Bibliography of Research on Experiential Learning Theory and The Learning Style Inventory (Kolb & Kolb, 1999) includes 990 entries.Table 2 shows the distribution of these studies by field and publication period. The field classification categories are: Education (including k-12, higher education, and adult learning), Management, Computer/Information Science, Psychology, Medicine, Nursing, Accounting, and Law. Studies were also classified as early (1971-1984) or recent (1985-1999). In addition to being themid-point of the 28 1/2 year history of the work, the division makes sense in that the most comprehensive statement of ELT, Experiential Learning, was published in 1984, and the original LSI was first revised in 1985.-------------------------------Insert Table 2 about here-------------------------------Table 2 also shows the distribution of the 990 studies according to the publication type. More than 50% of the studies were published in journals and another approximately 20% were doctoral dissertations. 10% of the studies were either books or book chapters, and the remaining 150 studies were conference presentations, technical manuals, working papers, and master theses. Numbers should be considered approximate since a few recent citations have yet to be verified by abstract or full text. Also, classification by field is not easy because many studies are interdisciplinary. However, the Bibliography does probably give a fair representation of the scope, topics and trends in ELT/LSI research. The following is a brief overview of research activity in the various fields.EducationThe education category includes the largest number of ELT/LSI studies. The bulk of studies in education are in higher education (excluding professional education in the specific fields identified below). K-12 education accounts for arelatively small number, as does adult learning alone. However, in many cases adult learning is integrated with higher education. A number of studies in the education category have been done in other cultures--UK, Canada, Australia, Finland, Israel, Thailand, China, Melanesia, Spain, Malta, and American Indian.Many of the studies in higher education use ELT and the LSI as a framework for educational innovation. These include research on the matching of learning style with instructional method and teaching style and curriculum and program design using ELT (e.g., Claxton & Murrell, 1987). A number of publications assess the learning style of various student, faculty and other groups.Other work includes theoretical contributions to ELT, ELT construct validation, LSI psychometrics and comparison of different learning style assessment tools. In adult learning there are a number of publications on ELT and adult development, moral development, and career development. The work of Sheckley and colleagues on adult learning at the University of Connecticut is noteworthy here (e.g., Allen, Sheckley, & Keeton 1992; Travers, 1998). K-12 education research has been primarily focused on the use of ELT as a framework for curriculum design, particularly in language and science. (e.g., McCarthy, 1996; Hainer, 1992)ManagementELT/LSI research was first published in management and there has continued to be substantial interest in the topic in the management literature. Studies can be roughly grouped into four categories--management and organizational processes, innovation in management education, theoretical contributions to ELT including critique, and psychometric studies of the LSI. Cross-cultural ELT/LSI research has been done in Poland, New Zealand, Australia, Canada, UK, and Singapore. In the management/organization area, organizational learning is a hot topic. Dixon’s (1999) new book The Organizational Learning Cycle is an excellent example.Another group of studies has examined the relationship between learning style and management style, decision-making, and problem solving. Other work has measured work related learning environments and investigated the effect of a match between learning style and learning environment on job satisfaction and performance. ELT has been used as a framework for innovation in management education including research on matching learning styles and learning environments, program design and experiential learning in computerized business games (e.g., Boyatzis, Cowen, & Kolb, 1995; Lengnick-Hall & Sanders, 1997).Other education work has been on training design, management development and career development. Another area of research has been on the development and critique of ELT. Most psychometric studies of the LSI in theearly period were published in management, while recent psychometric studies have been published in psychology journals. Hunsaker reviewed the early studies in management and concluded, "The LSI does not demonstrate sufficient reliability to grant it the predictive reliability that such a measurement instrument requires. The underlying model, however, appears to receive enough support to merit further use and development." (1981, p. 151)Computer and Information ScienceThe LSI has been used widely in computer and information science particularly to study end-user software use and end-user training (e.g., Bostrom, Olfman, & Sein, 1990; Davis & Bostrom, 1993). Of particular interest for this book on individual differences in cognitive and learning styles is the debate about whether these differences are sufficiently robust to be taken in account in the design of end-user software and end user computer training. Other studies have examined the relationship between learning style and problem solving and decision making, on line search behavior, and performance in computer training and computer assisted instruction.PsychologyStudies in psychology have shown a large increase over time, with 77% of the studies in the recent period. Many of these recent studies were on LSIpsychometrics. The first version of the LSI was released in 1976 and received wide support for its strong face validity and independence of the two ELT dimensions of the learning process (Marshall & Meritt, 1985; Katz, 1986). Although early critique of the instrument focused on the internal consistency of scales and test-retest reliability, a study by Ferrell (1983) showed that the LSI version 1 was the most psychometrically sound among four learning instruments of that time. In 1985 version 2 of the LSI was released and improved the internal consistency of the scales (Veres, Sims, & Shake, 1987; Sims, Veres, Watson, & Buckner, 1986). Critiques of this version focused their attention on the test-retest reliability of the instrument, but a study by Veres, Sims, and Locklear (1991) showed that randomizing the order of the LSI version 2 items results in dramatic improvement of test-retest reliability. This finding led to an experimental research and finally to the latest LSI revision, LSI Version 3 (Kolb 1999a). The LSI version 3 has significantly improved psychometric properties, especially test-retest reliability (see Kolb, 1999b).Other research includes factor analytic studies of the LSI, construct validation studies of ELT using the LSI, and comparison of the LSI with other learning style and cognitive style measures. Another line of work uses ELT as a model for personal growth and development, including examination of counselor/client learning style match and its impact on counseling outcomes.Notable here is the work of Hunt and his colleagues at the Ontario Institute for Studies in Education (Hunt, 1992,1987).MedicineThe majority of studies in medicine focus on learning style analysis in many medical education specialties--residency training, anesthesia education, family medicine, surgical training, and continuing medical education. Of significance here is the program of research by Baker and associates (e.g., Baker, Cooke, Conroy, Bromley, Hollon, & Alpert, 1988; Baker, Reines, & Wallace, 1985). Also Curry (1999) has done a number of studies comparing different measures of learning styles. Other research has examined clinical supervision and patient/physician relationships, learning style and student performance on examinations, and the relationship between learning style and medical specialty career choice.NursingELT/LSI research has also increased dramatically with 81% of the nursing studies in the recent period. In 1990 Laschinger reviewed the experiential learning research in nursing and concluded, "Kolb's theory of experiential learning has been tested extensively in the nursing population. Researchers have investigated relationships between learning style and learning preferences,decision-making skills, educational preparation, nursing roles, nursing specialty, factors influencing career choices and diagnostic abilities. As would be expected in a human service profession, nursing learning environments have been found to have a predominantly concrete learning press, matching the predominating concrete styles of nurses…Kolb's cycle of learning which requires the use of a variety of learning modalities appears to be a valid and useful model for instructional design in nursing education" (p. 991).AccountingThere has been considerable interest in ELT/LSI research in accounting education, where there have been two streams of research activity. One is the comparative assessment of learning style preferences of accounting majors and practitioners, including changes in learning style over the stages of career in accounting and the changing learning style demands of the accounting profession primarily due to the introduction of computers. Other research has been focused on using ELT to design instruction in accounting and studying relationships between learning style and performance in accounting courses.In 1991 Stout and Ruble reviewed ELT/LSI research in accounting education. Reviewing the literature on predicting the learning styles of accounting students they found mixed results and concluded that low predictive and classification validity for the LSI was a result of weak psychometric qualitiesof the original LSI and response set problems in the LSI 1985. They tentatively recommended the use of the randomized version proposed by Veres, Sims, and Locklear (1991). They write, "researchers who wish to use the LSI for predictive and classification purposes should consider using a scrambled version of the instrument", and note, "…it is important to keep in mind that assessing the validity of the underlying theoretical model (ELT) is separate from assessing the validity of the measuring instrument (LSI). Thus, for example, the theory may be valid even though the instrument has psychometric limitations. In such a case, sensitivity to differences in learning styles in instructional design may be warranted, even though assessment of an individual's learning style is problematic" (p. 50).LawWe are now seeing the beginning of significant research programs in legal education, for example the program developed by Reese (1998) using learning style interventions to improve student learning at the University of Denver Law School.Evaluation of ELT and the LSIThere have been two recent comprehensive reviews of the ELT/LSI literature, one qualitative and one quantitative. In 1991 Hickox extensivelyreviewed the theoretical origins of ELT and qualitatively analyzed 81 studies in accounting and business education, helping professions, medical professions, post-secondary education and teacher education. She concluded that overall 61.7% of the studies supported ELT, 16.1% showed mixed support, and 22.2% did not support ELT.In 1994 Iliff conducted a meta-analysis of 101 quantitative studies culled from 275 dissertations and 624 articles that were qualitative, theoretical, and quantitative studies of ELT and the LSI. Using Hickox's evaluation format he found that 49 studies showed strong support for the LSI, 40 showed mixed support and 12 studies showed no support. About half of the 101 studies reported sufficient data on the LSI scales to compute effect sizes via meta-analysis. Most studies reported correlations he classified as low (<.5) and effect sizes fell in the weak (.2) to medium (.5) range for the LSI scales. In conclusion Iliff suggests that the magnitude of these statistics is not sufficient to meet standards of predictive validity.Most of the debate and critique in the ELT/LSI literature has centered on the psychometric properties of the LSI. Results from this research have been of great value in revising the LSI in 1985 and again in 1999. Other critique, particularly in professional education, has questioned the predictive validity of the LSI. Iliff correctly notes that the LSI was not intended to be a predictive psychological test like IQ, GRE or GMAT. The LSI was originally developed asa self-assessment exercise and later used as a means of construct validation for ELT. Tests designed for predictive validity typically begin with a criterion like academic achievement and work backward in an a-theoretical way to identify items or tests with high criterion correlations. Even so, even the most sophisticated of these tests rarely rises above a .5 correlation with the criterion. For example, while Graduate Record Examination Subject Test scores are better predictors of first-year graduate school grades than either the General Test score or undergraduate GPA, the combination of these three measures only produces multiple correlations with grades ranging from .4 to .6 in various fields (Anastasi & Urbina, 1997). While researchers in the professions are understandably searching for measures with high predictive validity to aid in decision-making, a more realistic approach than relying on any single measure is to rely on prediction from new multi-trait multi-method techniques such as structural equation modeling (e.g. White & Manolis, 1997; Coover 1993; Travers, 1998).Construct validation is not focused on an outcome criterion, but on the theory or construct the test measures. Here the emphasis is on the pattern of convergent and discriminant theoretical predictions made by the theory. Failure to confirm predictions calls into question the test and the theory. "However, even if each of the correlations proved to be quite low, their cumulative effect would be to support the validity of the test and the underlying theory" (Selltiz, Jahoda, Deutsch, & Cook, 1960, p. 160). Judged by the standards of construct validity。

KOLB Learning Styles 学习风格测试你是哪一种学习者？☆你是哪一种学习者？☆仔细阅读系列陈述，将符合你个人学习特点的代号填在左边的空栏里。

☆真实地填写，这里没有正确或不正确的答案。

太长时间考虑对真实反映你的学习风格是不利的。

风格是不利的。

☆SECTLON 1填在左边的空栏里。

☆选择最适合你的描述，并把AE或RO填在左边的空栏里。

1、AE 我经常一看见新事物，就会有灵感出来。

RO 我分析事物是彻底和系统的。

我分析事物是彻底和系统的。

2、AE 我经常是第一个发言的人。

我经常是第一个发言的人。

RO 我喜欢观察别人的言行。

我喜欢观察别人的言行。

3、AE 我的行为经常有开放的心态，并有弹性。

RO 我的行为是严肃和谨慎的。

我的行为是严肃和谨慎的。

4、AE 我喜欢做一些没有充分的准备并新鲜和不同的事物。

RO 我在尝试一个新鲜的事物之前，会做深入的调研。

5、AE 我遇到新鲜事物总是心情愉快。

我遇到新鲜事物总是心情愉快。

RO 在实施一个新计划时，我会考虑各种可能性。

6、AE 我喜欢参与。

我喜欢参与。

RO 我喜欢阅读和观察。

我喜欢阅读和观察。

7、AE 我经常说话大声并四处走走。

我经常说话大声并四处走走。

RO 我喜欢安静，有时会害羞。

我喜欢安静，有时会害羞。

8、AE 我会做大胆而且快速的决策。

我会做大胆而且快速的决策。

RO 我会做小心和逻辑的决策。

我会做小心和逻辑的决策。

9、AE 我说话快，一边思考一边说。

我说话快，一边思考一边说。

RO 我会考虑清楚了再说话。

我会考虑清楚了再说话。

AE的总数量= ；RO的总数量= 。

高的表示你的风格偏好。

☆SECTION 2填在左边的空格里。

☆选择适合你的描述，并将AC或CE填在左边的空格里。

1、AC 遇到新问题，我经常会问探究式的问题。

CE 遇到新问题，我倾向于观察别人的行为作为线索和参考。

2、AC 我是理性和重视逻辑性的。

我是理性和重视逻辑性的。

CE 我是重视实践和脚踏实地的。

training and learning developmenttraining, coaching, mentoring, training and learning design - developing peopleConventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'.Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies.So, as soon as you've covered the basic work-related skills training that is much described in this section - focus on enabling learning and development for people as individuals - which extends the range of development way outside traditional work skills and knowledge, and creates far more exciting, liberating, motivational opportunities - for people and for employers.Rightly organisations are facing great pressure to change these days - to facilitate and encourage whole-person development and fulfilment - beyond traditional training.index - training areas and questions featured on this pageAdditional introduction and contextOverview of training processes and ideasPrioritising training when planning - including DIF Analysis (Difficulty, Importance, Frequency)Developing people - not just skillsSelf-study training design factorsMentoring - principles, costing, justification, establishingGeneral training tips and principlesRecognition of learning and development effort - encouragement, letters/emails examplesLeadership and management development pointersManagement and leadership training with no guaranteed career move afterwards Assessing and improving organizational training effectivenessPlanning training in organizationsConflict between HR/Training and Operational Management - managing and avoidingTraining groups of trainees with different abilities - simple preparation/policy statement often overlookedTraining resources ideas and types - resources are everywhere - how to build your own library/collection/toolboxAttributions and copyright, intellectual property, permissions, etc (included in above section)Starting your own training business - some quick tipsA note about spelling on this website: You may notice that the words organization/organisation (and variations) on this page are spelled the UK English way, organisation, and the US English way, organization. This is so people can find the materials easily when searching on the web. Other words such as colour, favour, optimise, prioritise, etc., tend to follow the UK English spelling, because I am English. Feel free to spell-check and amend these notes according to your preferences if you use them for your own situation, which for teaching and study is perfectly okay.introduction and contextAs with this website as a whole, this training guide is oriented chiefly around what's good for people, rather than chiefly what's profitable for organizations. The reason for this is that in terms of learning, training and development, what's good for people is good for the organizations in which they work. What's good for people's development is good for organizational performance, quality, customer satisfaction, effective management and control, and therefore profits too.This is central to a fairly balanced Psychological Contract in employment organizations.Profit is an outcome of managing and developing people well. People and their development enable profit. Enable people and you enable profit. Organizations which approach training and development from this standpointinevitably foster people who perform well and progress, and, importantly, stay around for long enough to become great at what they do, and to help others become so.Training is a very commonly used word, so it features heavily on this page, but learning is in many ways a better way to think of the subject, because learning 'belongs' to the learner, whereas training traditionally 'belongs' to the trainer or the organization.This is a significant difference in attitude, explained in more detail on the training or learning? page.Training should be about whole person development - not just transferring skills, the traditional interpretation of training at work.Whatever your role and responsibility, you might not immediately be able to put great new emphasis on 'whole person development'.Being realistic, corporate attitudes and expectations about what 'training' is and does cannot be changed overnight, and most organisations still see 'training' as being limited to work skills, classrooms and powerpoint presentations. However, when you start to imagine and think and talk about progressive attitudes to developing people - beyond traditional skills training - for example:∙'enabling learning'∙'facilitating meaningful personal development'∙'helping people to identify and achieve theirown personal potential'then you will surely begin to help the organisation (and CEO) to see and accept these newer ideas about what types of 'learning and development' really work best and produces class-leading organizations.N.B. The UK (consistent with Europe) Employment Equality (Age) Regulations 2006, effective from 1st October 2006, make it unlawful to discriminate against anyone on the grounds of age. This has several implications for training, documents used, and the training of trainers and facilitators. For further guidance about the effects of Age Equality and Discrimination in training and developing people, (and in other aspects of managing people), see the Age Diversity information, which quite naturally relates to the subject of 'whole-person' development, given its connections with diversity and taking proper care of people.There are very many materials on this website with particular relevance to the design and delivery and management of learning and development. Here are some examples, which will lead you to others, aside from the general guidance on this page:Conscious Competence learning modelLearning evaluation methods - including training assessment toolsKirkpatrick's learning evaluation model - brilliant and simpleExperiential learning - and guide to facilitating experiential learning activities Role-playing - principles and guideKolb's Learning styles modelTraining or learning? - facilitating learning - rather than imposing training - ideas on whole-person development.The group selection recruitment/assessment centre design guide also contains some useful information for training and assessment design, especially the need to establish a clear specification (development/assessment criteria) before beginning to design training concepts, content, delivery and methods of assessment, incidentally illustrated by this outline process diagram:training process ideas and outline processHere is a relatively simple overview of typical reference models, processes and tools found in the effective planning and delivery of organizational training.There are many different training and development methods. On-the-job training,informal training, classroom training, internal training courses, external training courses, on-the-job coaching, life-coaching, mentoring, training assignments andtasks, skills training, product training, technical training, behaviouraldevelopment training, role-playing and role-play games and exercises, attitudinal training and development, accredited training and learning, distance learning - all part of the training menu, available to use and apply according to individual training needs and organisational training needs.Training is also available far beyond and outside the classroom. More importantly, training - or learning, to look at it from the trainee's view - is anything offering learning and developmental experience. Training and learning development includes aspects such as: ethics and morality; attitude and behaviour; leadership and determination, as well as skills and knowledge. Development isn't restricted to training - it's anything that helps a person to grow, in ability, skills, confidence, tolerance, commitment, initiative, inter-personal skills, understanding, self-control, motivation (see the motivation theory section), and more.If you consider the attributes of really effective people, be they leaders,managers, operators, technicians; any role at all, the important qualitieswhich make good performers special are likely to be attitudinal. Skills and knowledge, and the processes available to people, are no great advantage. What makes people effective and valuable to any organization is their attitude.Attitude includes qualities that require different training and learning methods. Attitude stems from a person's mind-set, belief system, emotional maturity, self-confidence, and experience. These are the greatest training and development challenges faced, and there are better ways of achieving this sort of change and development than putting people in a classroom, or indeed by delivering most sorts of conventional business or skills training, which people see as a chore.This is why training and learning must extend far beyond conventional classroomtraining courses. Be creative, innovative, and open-minded, and you will discover learning in virtually every new experience, whether for yourself, your team, oryour organization. If you want to make a difference, think about what reallyhelps people to change.Many of these methodologies are explained on this website. Explore them and enjoy them, and encourage others to do the same.All supervisors and managers should enable and provide training anddevelopment for their people - training develops people, it improves performance,raises morale; training and developing people increases the health and effectiveness of the organization, and the productivity of the business.The leader's ethics and behaviour set the standard for their people's, whichdetermines how productively they use their skills and knowledge. Training isnothing without the motivation to apply it effectively. A strong capability to plan and manage skills training, the acquisition of knowledge, and the development of motivation and attitude, largely determines how well people perform in their jobs. Training - and also enabling learning and personal development - is essential for the organisation. It helps improve quality, customer satisfaction, productivity, morale, management succession, business development and profitability.As regards conventional work-related training planning, and training itself, these are step-by-step processes - see and download a free training process diagram. More free training tools are available for download at the free training tools and resources page.See for example the training planner and training/lesson plan calculator tool,which are templates for planning and organising the delivery of job skills training and processes, and transfer of knowledge and policy etc. See also the training induction checklist and planner tool.Use these tools and processes to ensure that essential work-related skills,techniques, and knowledge are trained, but remember after this to concentrate most of your 'training' efforts and resources on enabling and facilitating meaningful learning and personal development for people. There is no reason to stop at work-related training. Go further to help people grow and develop as people.Having said this, we do need to start with the essentials, for example inductiontraining for new starters. Induction Training is especially important for newstarters. Good induction training ensures new starters are retained, and then settled in quickly and happily to a productive role. Induction training is more than skills training. It's about the basics that seasoned employees all take for granted: what the shifts are; where the notice-board is; what's the routine forholidays, sickness; where's the canteen; what's the dress code; where the toiletsare. New employees also need to understand the organisation's mission, goals and philosophy; personnel practices, health and safety rules, and of course thejob they're required to do, with clear methods, timescales and expectations. Managers must ensure induction training is properly planned - an induction training plan must be issued to each new employee, so they and everyone else involved can see what's happening and that everything is included. You must prepare and provide a suitable induction plan for each new starter. Here's a free induction training checklist.These induction training principles are necessarily focused on the essential skills and knowledge for a new starter to settle in and to begin to do their job. However there is great advantage in beginning to address personal development needs, wishes, opportunities, particular strengths, abilities, talent, etc., during or very soon after the induction process. The sooner the better.An organisation needs to assess its people's skills training needs - by a variety ofmethods - and then structure the way that the training and development is to bedelivered, and managers and supervisors play a key role in helping this process. People's personal strengths and capabilities - and aims and desires and special talents (current and dormant) - also need to be assessed, so as to understand, and help the person understand, that the opportunities for their development and achievement in the organisation are not limited by the job role, or the skill-set that the organisation inevitably defines for the person.As early as possible, let people know that their job role does not define theirpotential as a person within or outside the organisation, and, subject toorganisational policy, look to develop each person in a meaningful relevant way that they will enjoy and seek, as an individual, beyond the job role, and beyond work requirements.If possible 'top-up' this sort of development through the provision of mentoringand facilitative coaching (drawing out - not putting in), which is very effective in producing excellent people. Mentoring and proper coaching should be used alongside formal structured training anyway, but this type of support can also greatly assist 'whole-person development', especially where the mentor or coach is seen as a role-model for the person's own particular aspirations.It's important that as a manager you understand yourself well before you coach,or train or mentor others:Are your own your own skills adequate? Do you need help or training in anyimportant areas necessary to train, coach, mentor others? What is your own style? How do you you communicate? How do you approach tasks? What are your motives? These all affect the way you see and perform see the training, coaching or mentoring role, and the way that you see and relate to the personthat your are coaching, or training, or mentoring. Your aim is to help the otherperson learn and develop - not to create another version of yourself. When you understand yourself, you understand how you will be perceived, how best tocommunicate, and how best to help others grow and learn and develop.And it's vital you understand the other person's style and personality too - howthey prefer to learn - do they like to read and absorb a lot of detail, do they prefer to be shown, to experience themselves by trial and error? Knowing the other person's preferred learning style helps you deliver the training in the most relevant and helpful way. It helps you design activities and tasks that the other person will be more be more comfortable doing, which ensures a better result, quicker. Various models and tests are available to help understand learning styles - look at the Kolb model. Look at multiple intelligences and the VAK learning model and free learning style tests.See also the Johari Window model and adapted theory - it's a useful explanationof the importance of open communications and strong mutual understandingamong staff in organizations, and for all situations where people work together.It's also a useful model for personal awareness and self-development. prioritising trainingGiven the vast range of skills and other competencies which can be developed in people it is useful for some sort of prioritising to take place so that training focuses on the areas which will yield best benefit, in other words, return on investment (typically in terms of organizational performance, although the needs of teams and individuals can also be very significant in prioritising training and development, depending on the situation.)In addition to the skill-sets and training needs analysis tools on this website, hereare three other examples of methods for prioritising training:Essential/Desirable - simply and quickly define each activity (skill, competency, whatever) according to whether it is essential or desirable for the job purpose and organizational performance. Training priority is obviously given to developing essential competencies.Importance/Competency matrix - the highest training priorities areobviously the activities (skills, competencies, whatever) which are highimportance (of task to organizational performance) and low competence (oftrainee skill level).DIF Analysis - DIF stands for Difficulty, Importance, Frequency. DIF Analysis isa sophisticated (and potentially very complex) method of assessing performance, prioritising training needs and planning training, based on three perspectives: Difficulty, Importance, and Frequency. The system looks at tasks and activities(or skills, competencies, whatever) rather than looking at development from apersonal individual perspective. DIF Analysis can be used in different ways: forexample as a flow diagram to consider each activity using a simple yes/no for each of the three factors in sequence of Difficulty (yes/no), Importance (yes/no) and Frequency (yes/no), which generates eight possible combinations. At a simple level, an activity that scores low on all three scales is obviously low priority; whereas an activity that scores high on all three scales is a high priority. Weighting (significance of each factor relative to the job purpose/aims) is required in order to optimise the usefulness and relevance of the system, especially if applied to a group or organization. Analysis can become extremely complex, so it is sensible to ensure that the level of analysis is appropriate for the situation before starting to build complex analysis systems. For such a potentially detailed system, DIF Analysis does not automatically take account of personal preferences and potential capabilities, and as such consideration to this aspect is wise where trainee commitment is influential upon development, which in most situations is the case. The Skill-set and TNA tools on this website could, given modest expertise in spreadsheets and logic, be adapted to manage DIF Analysis, although better dedicated DIF Analysis tools exist. If you have one to share please send it.Other methods exist for prioritising training. Choose or develop a method which is appropriate for your situation. Resist the tendency to become overly detailed. Analysis and detail should always be a means to an end (to achieve effective training and development), not an end in themselves.Ultimately the best way to prioritise training is can be simply to agree with the trainee what they are most keen to commit to. All the analysis and detail in the world will not guarantee trainee commitment, which is generally the most powerful force for effective training and development.Task-based analysis is important for organizational development measurement and planning, but approaching training prioritisation from purely a task perspective ignores the vital personal factor.developing people and capabilitiesMany organizations face the challenge of developing greater confidence, initiative, solutions-finding, and problem-solving capabilities among their people. Organisations need staff at all levels to be more self-sufficient, resourceful, creative and autonomous. This behaviour enables staff can operate at higher strategic level, which makes their organizations more productive and competitive. People's efforts produce bigger results. It's what all organizations strive to achieve.However, while conventional skills training gives people new techniques and methods, it won't develop their maturity, belief, or courage, which is so essential for the development of managerial and strategic capabilities.Again, focus on developing the person, not the skills.Try to see things from the person's (your people's) point of view. Provide learning and experiences that they'd like for their own personal interest, development and fulfilment. Performance and capability are ultimately dependent on people's attitude and emotional maturity. Help them to achieve what they want on a personal level, and this provides a platform for trust,'emotional contracting' with the organisation, and subsequentskills/process/knowledge development relevant to managing higher responsibilities, roles and teams.Participative workshops work well in beginning this type of attitudinal development. Involve people right from the start. Focus on what they want. You could also use a personal development questionnaire to begin to set the scene and provide examples of 'alternative' learning opportunities. It starts with the person, not the skills. It's about attitude and emotional maturity. The Emotional Intelligence principles and methodologies fit very well with modern approachesto developing people's belief, maturity and attitude.When people develop confidence, integrity, emotionally, they automatically become more proactive, solutions-focused, responsive, etc., which across a whole team has a cumulative effect. Johari is a useful model too. So many people at work are simply 'going through the motions', acting in a 'conforming' state, often because they feel insecure, lack confidence to do what they think is right, or are nervous about being bold, whereas boldness is absolutelyrequired for self-sufficiency, initiative, greater responsibility; in fact all of the behaviours that organizations strive to encourage.You can't 'teach' boldness - people have to experience things which enable them to feel bolder, to take risks, and to want to take risks.This means the rewards must be there too, or people have no reason to stick their necks out. And not just the prospect of financial reward. More importantly the Herzberg-type motivators - real extra responsibility, recognition, and involvement in new successful and interesting projects. This is the fuel of people's growth and change.designing self-study training and learning programmesThe same basic principles apply to designing self-study programs as to any other sort of training design.The internet enables self-study learning and development programs to be more useful, empowering and cost-effective than ever before.The only limits are those you imagine. Be creative and innovative. Look on the web for ideas and self-study and self-development resources, methods, groups, and technologies. There are many.This website is effectively a self-study program. It's not a particularly conventional one, nor an accredited or measurable one. Like any sort of learning it will appeal to some people but not others.The growing businessballs community contains many other different innovative, interesting and excellent ideas, providers, and free resources.You will find many other self-development offerings on the internet if you tap into relevant communities and portals.As ever consider what you seek to achieve, before you design how to achieve it. Know yourself as a trainer (and/or encourage this among your trainers), and help trainees and learners to know themselves. Then it is easier to decide how and what will help best.To help you structure and design and assess learning, read the training design and evaluation materials on this page and elsewhere on the website, for example the Kirpatrick evaluation and design model, the learning styles and multiple intelligence theories, and the Bloom learning domains taxonomy model.The group selection recruitment and assessment centre guide is also relevant. Assessment and development are tightly connected.To help you understand yourself read the materials relating to personality and motivation, such as Erikson's theory, the personality styles theories, and the ideas of Maslow, Herzberg, McGregor, etc.Designing a good self-study program should by its nature if possible involve the students.Involving people from the beginning increases ideas, relevance and commitment.mentoring linked to projects and objectives activitiesLinking mentoring with objectives and project tasks or activities is a highly productive and effective modern method of training and developing people in organizations, especially for staff in teams and departments, and for developing organizations themselves. The approach builds on management by objectives (MBO's) principles, but is more participative, voluntary and inclusive. By comparison, MBO's are a 'one-way street'; isolated and individually separate, prescribed along a single-channel towards a task focus. Well-facilitated 'activity focused mentoring' is consensual, team-orientated, with a personal development and team building focus, across multiple organizational interfaces, particularly to and between management/subordinate/peer levels. Activity focused mentoring methods also help develop systems (not IT and processes, but overall systems: ie., how an organization works), organizations, management and communications, in an open, dynamic, organic, three-dimensional way. The activity-mentoring approach uses several integrated techniques which produce more reliable and relevant training and learning outputs, in terms of individual skills, attitudinal development, and direct job and organizational performance improvement. The approach is facilitative rather than prescriptive, and broadly features:∙strategic assessment of organisational anddepartment priorities and 'high-yield' trainingneeds∙interpreted discussion with line-managers oftraining delegates and strategic managers ofthe organisation∙pre-training skills/behavioural needs-analysis- all training delegates - and pre-trainingpreparatory work∙small groups - practical workshops - shortsessions - highly participative andsituation/solution-based - focused onpractical job issues, individualpersonality/learning style and organisationalpriorities∙individually agreed tasks and assignments -focused on practical priorities and individualneeds (SMART and WIIFM factors)∙follow-up coaching and mentoring one-to-onesupport - giving high accountability andreliable deliverables∙ongoing feedback and review with line-managers and strategic managers -coaching/task notes for line managersThe process works on several different levels: individual, team, task, organisational and strategic. Activity focused mentoring also gives strong outputs in skills, behaviour and job priority areas, as well as being strongly motivational and where necessary resolving conflict and attitudinal issues.mentoring cost analysis and justificationMentoring can be provided in various ways and programmes take a variety of shapes. Mentoring can be external, where the mentoring is essentially provided by external people, or an internal activity, using mentors within the organisation. Due to the relative newness of mentoring as a formal organised process, and because mentoring programmes are so varied, statistics as to general costs and returns across industry are not easy to find. Here however are general cost indicators for a program essentially delivered by internally appointed mentors. The main elements of a mentoring programme that carry quantifiable cost would be:∙Training of mentor(s) - comfortablyachievable for £1,000/head - it's not rocketscience, but selection of suitable mentor isabsolutely critical - good natural mentorsneed little training; other people who are notready or able to help others can be beyondany amount of training.。

1.1Compare different learning stylesKolb recognized that people tend to have a preference for a particular phase of the cycle, which he identified as a preferred learning style.Honey and Mumford also noted that ‘people vary not just in their learning skills but also in their learning styles. Why otherwise might two people, matched for age, intelligence and need, exposed to the same learning opportunity, react so differently?’Honey and Mumford formulated a popular classification of learning styles in terms of the attitudes and behaviours which determine an individual’s preferred way of learning.Learning styles are different ways that a person can learn. It's commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Psychologists have proposed several complementary taxonomies of learning styles. But other psychologists and neuroscientists have questioned the scientific basis for some learning style theories. A major report published in 2004 cast doubt on most of the main tests used to identify an individual's learning style.ActivistActivists involve themselves fully in new experiences. They are open-minded and enthusiastic about new things – but easily bored by long-term implementation and consolidation: act first and think about consequences later. They prefer to tackle problems by brainstorming. They easily get involved with others – but tend to centre activities on themselves.ReflectorReflectors like to stand back to observe and ponder new experiences, preferring to consider all angles and implications, and to analyse all available data, before reaching any conclusions or making any moves. When they do act, it is from awareness of the big picture. They tend to adopt a low profile, taking a back seat in meeting and discussions – though listening and observing others carefully and tend to have a slightly distant, tolerant, unruffled air.TheoristsTheorists are keen on basic assumptions, principles, theories, models and systems thinking. They are detached and analytical and like to analyse and synthesise facts and observations into coherent theories. They think problems through systematically and logically. They are interested in maximizing certainty, and so tend to be rigidly perfectionist and uncomfortable with subjectivity, ambiguity, lateral thinking and flippancy.PragmatistReflectors are eager to try out ideas, theories and technique to see if they work in practice. They like to get on with things, acting quickly and confidently on ideas that attract them-and tending to be impatient with ruminating and open-ended discussion. They are down to earth: enjoying practical decisions and responding to problems and opportunities ‘as a challenge’.Hang and Li Xiaochun are activists. Fan Jiaxin is theorist. Today our team will take reflector as an example and make some sample analysis.Reflectors like back then reflect on experience and examine them from different angles. They like to collect data, both their own data and the data obtained from others. They like to fully consider before make any conclusion.Taking our team member Lu Chen as an example, when she completed teamwork. Lu Chen is a reflector. When the team members are talking about how to finish the team work, she will not be particularly intense in group discussion. She will be quietly thinking and analysis topic in this time. After thinking and listened to the team members’ideas, she can consider put forward a perfect answer. Usually, this answer will be accepted by team members. This is the advantage of learning style. But it also has disadvantage. For example, in class, the teacher asks Lu Chen a question suddenly. Under the condition of no advance preparation, she will be nervous and incoherent.As a result, we've come to the conclusion that reflectors learning the best and the worst situation.Following activities are the best situations for reflectors:●Require or encourage them to observe and think of these activities●They listen and watch team work in the event. Sitting back in a meeting or at themovies●Allow them to have time to prepare before taking any action●They can hard study to find out the truth●they can make a decision under the condition of no pressure and no timelimitationFollowing activities are the worst situations for reflectors:●They were forced to be leadership or president●They involved in some situation need action without plan●Let them to react immediately and produce spontaneous ideas●Complete event under time constraints or pressure●Provided data is not enough to support the conclusion1.2 Explain the role of the learning curve and the importance of transferring learning to the workplaceThe role of the learning curveA learning curve is a graph showing the relationship between the time spent in learning and the level of competence attained. Hence, it describes the progress and variable pace of learning. It is common for people to say that they are on a steep learning curve when they have to acquire a lot of new knowledge or skills in a short period of time.The learning curve may be used in three ways:●To suggest typical patterns in the acquisition of a given skill or type of skill: thepace of skill acquisition, the standard at which performance levels out; the point at which performance plateaus.●To illustrate the progress of a given trainee’s learning/proficiency during thetraining progress, in order to monitor the progress and pace of training and to make allowances for different rates of learning and the steepness of the curve where necessary.●To plan the size of the chunks to be taught in one serving or stage of learning, thelength of practice periods before moving to the next stage and so on.A standard learning curve is initially steep, levelling out towards proficiency. However, in practice this will depend on the design of the learning program and the motivation and aptitude of the learner. The curve for the acquisition of skills typically shows one or more plateaus, reflecting the trainee’s need to consolidate wha t he has learned so far, to correct some aspects of performance to regain motivation and focus after the initial effort, or to establish habitual or unconscious competence in one skill prior to moving on to a new area. Momentum then gathers again, until the trainee reaches proficiency level, where the curve will level off unless there is an injection of new equipment or methods, or fresh motivation, to lift output again.Here is the learning curve:Level ofProficiencyLearning timeAs you can see, the chart is steepest at the beginning, when a person first starts learning. The beginner gains knowledge quickly, learning in just a few minutes. There is more to learn, but he will never learn as quickly as she did at the beginning of her lesson.It is known to all that learning curves can be quite complex, going down as well as up: for example, if the trainee is unable to practice or apply newly acquired skills and forgets, or refuses to accept new areas of conscious incompetence which emerge in the course of training. An up-and-down transition curve is common in cases where an individual changes jobs or work methods, or makes the transition from a non-managerial to a managerial position.the importance of transferring learning to the workplace：In my opinion, learning plays very important role in workplace. In the following text, I will discuss the importance of transferring learning to the workplace from 2 terms.Firstly, the importance for ourselves.Learning is the ladder of human progress. In the school, the knowledge we learn not only includes the knowledge in books, but also includes the following 4 aspects:1.Learning to survive. We need to learn to developing after surviving, survival and development, and striving for survival and development.2.Learning to communicate. We need to learn to adapt to the complex relationships.3.Learning to learn. We need to learn to master the art of learning.4.Learning skills.Only making the above 4 aspects achieving mastery through a comprehensive can we enter the society and our jobs with confidence.Secondly, the importance for enterprises.T he development of human is the strong power for enterprises’ development, and the most important power source of the development of human is learning. Only through learning and applying knowledge and skills got by learning to the development of the enterprise can make an enterprise get substantial progress and development. For example, high school teachers may improve their teaching ability by listening to other outstanding teachers' classes and learning the way of teaching. Again, for example, the mechanics may try to complete their work more efficiently through apprenticing other richly experienced old mechanics and learning their methods.In an enterprise, there will always have some people who prefer learning, and there also have some people who do not prefer learning. The development of the enterprise depends on those who prefer learning. When the development of the enterprise can't keep up with the development of people who prefer learning, these people might leave. And, in turn, those who can't keep up with the development of the enterprise will eventually be eliminated by enterprise. An individual's own development depends largely on whether it is interested in the industry because onlywhen it is interested in this work, it would find pleasure in work and find its insufficient in work that let it try to learn together way. When all become a virtuous cycle, work and life will be full of fun. In one word, learning is also a driving force for the development of the society.1.3Assess the contribution of learning styles and theories when planning anddesigning a learning eventMost people will clearly have a strong preference for a given learning style. The ability to switch between different styles is not one that we should assume comes easily or natural to many people.People who have a clear learning style preference will tend to learn more effectively if learning is orientated according to their preference. For example, assimilators will not be comfortable being thrown in at the deep end without notes and instructions, accommodators are likely to become frustrated if they are forced to read lots of instructions and rules and are unable to get hands-on experience as soon as possible. Tension can develop where there are differences in learning style between educators and students.Where possible it is helpful if workplace educators can identify the students learning style and provide opportunities that work to their strength, however the aim for the students is to engage in learning across different learning styles and develop abilities across a range of techniques rather than just their preferred styles.Students need to be able to adapt to the presenting situation, and develop their preferred as well as non-preferred learning styles.Learning StyleUnderstanding the way that you learn, your learning style, will help you select your learning activities to ensure you learn most effectively. This does not mean that you cannot learn from activities that are not specifically suited to your own style, in fact selecting activities outside your normal style will help you develop your learning skills.Educational ImplicationsBoth Kolb's learning stages and cycle could be used by teachers to critically evaluate the learning provision typically available to students, and to develop more appropriate learning opportunities.Educators should ensure that activities are designed and carried out in ways that offer each learner the chance to engage in the manner that suits them best. Also, individuals can be helped to learn more effectively by the identification of their lesser preferred learning styles and the strengthening of these through the application of the experiential learning cycle.Ideally, activities and material should be developed in ways that draw on abilities from each stage of the experiential learning cycle and take the students through the whole process in sequence.It is not possible to put forward a simple definition of learning, because dispite intensive scientific and practical work on the subject, there are different ways ofunderstanding how the process works, what it involves, and what we mean when we say that a person knows something. Whichever approach it is based on, learning theory offers certain useful propositions foe the design of effective training programmers.There are three basic theories how learning works. One of the basic theories is that The behaviourist ( or stimulus-response):The behaviourist (our stimulus-response) approach. Behaviourist psychology is based on empirical epistemology (the belief that the human mind operates purelyon infomation gained from the senses by experiences and concentrates on observable behaviour,since thought processes are neccery amenable to scientific study.Such as:(1) the individual should be motivated to learn. The purpose and benefits of a learning activity should be made clear, according to the individual's motives or goals: reward, challenge, competence or whatever. Organisational support is critical to the effectiveness of its member’s learning(2) clear goals and objectives should be set, so that each task has some meaning. This will help trainees in the control process that leads to learning, providing targets against which performance will constantly be measured and agjusted. Motivation to learn will be enhanced if the individual has been involved in setting his or her own learning goals.(3) learning should be structured and paced to allow learning processes to take place effectively and progressively. Each stage of learning should present a challene , without overloading trainees so that they lose confidence and the ability to assimilate information.(4) exposure to learning materials and interactive input(from learning software and /or from coaches or facilitatoes)enriches the cognitive process and encourages the internalisation of learning. Case-studies, probelm solving exercises and so on engage the purposive process of learning.(5) there should be timely, relevant feedback on performance and progress(6) positive and negative reinforcement should be judiciously used(7) active participation in the learning experience(for example, in action learning or discovery learning)is generally more effective than passive reception.1.1written by Luchen and Fanjiaxin1.2written by Qiaofei and Huating1.3written by Lixiaochun and Wenghang。

E M P I R I C A L R E S E A R C H护理专科生与本科生学习风格现状调查和对比分析肖归陈星星杨铭航阳晓丽*(海南医学院国际护理学院海南•海口 571199)摘要目的了解并对比专科护生和本科护生学习风格的分布情况，为多层次护理人才教学提供依掂。

方法 采用K olb学习风格量表对264名专科栌生和146名本科护生进行问卷调查。

结果专科和本科护生学习风格类型均以发散型和吸收型为主，差异无统计学意义（P>0.05):专科和本科护生具体经验均分分别为(27.38±6.397)分和(25.53±4.695)分、主动实践均分分别为（26.94±5.854)分和(29.26±5.661)分，差异均具有统计 意义（P < 0.05)。

结论专科和本科护生学习类型均以发散型和吸收型为主；专科护生更倾向于具体经验的学 习：本专科的主动实践能力均有待加强。

关键词护理专科生护理本科生Kolb学习风格比较分析中图分类号:G642 文献标识码:A DOI:10.16400/ki.kjdkz.2021.02.077A Survey and Comparative Analysis of the Status quo of Learning Styles between Undergraduate and Specialist Nursing Students XIAO Gui, CHEN Xingxing, YANG Minghang, YANG Xiaoli(Departm ent o f Nursing, Hainan M edical University, Haikou, Hainan, 571199)Abstract Objective To understand the distribution and differences of Kolb learning style between specialist and undergraduate nursing students,and to provide reference for quality teaching.Methods264 specialist nursing students and 146 undergraduate nursing students were investigated by Kolb learning Style scale.Results The majority of Kolb learning style of specialist and undergraduate nursing students are diverging type and assimilating type,the differences were not statistically significant(P>0.05).The scores of Kolb learning process of s pecialist and undergraduate nursing students were (27.38±6.397) points and(25.53土4.695) points for specific experience,(26.94土5.854) points and(29.26±5.661) points for active practice,the differences were statistically significant(P<0.05)；.Conclusion The leading learning styles of specialist and undergraduate nursing students are diverging type and assimilating type,specialist nursing students are more inclinedto learn from specific experiences;Active practice ability needs to be strengthened for both students.Keywords specialist nursing students;undergraduate nursing students;Kolb learning style;comparative analysis学习风格是个人特有的学习方式和学习倾向，具有明 显个性特征，反映了学习者在意志、行动方面的特点。