Research On Undergraduates' Learning Styles And Strategies Of Learning Guidance

Learning style means learners'individual characteristics during the process of their study. Learning style of undergraduates is the individual embodiment of undergraduates during the process of their study. It is an indispensable and significant part in undergraduates'study field. Studying undergraduates'learning style can not only afford objective facts for undergraduates to realize their own characteristics and conditions of learning, but also instruct and promote the development of mental mechanism of undergraduates who have different learning styles and the improvement of quality of learning.This paper intended to study theoretically and practically.Firstly, this dissertation evaluated and analyzed the concerning points of learning style, including the definition, the factors, the tools, the main theory models and its current situation. It also discussed the meaning of guidance of study and its present condition and pointed out their correlations between learning style and learning guidance.Secondly, based on the evaluation and analysis, a questionnaire of learning style was developed by interviewing experts and students. It was used to investigate and study learning styles of nearly 1000 undergraduates in Chongqing University from grade one to grade four in order to find the basic characteristics and main influential factors of undergraduates'learning styles and to help them to build a better one. Therefore, SPSS was used to analyze the data collected.It showed that (1) in general, learning style of undergraduates could be divided into two basic types: surface style and deep style. These undergraduates with surface style had a simple way to accept some facts and principles from textbook or teachers; a motivation of thinking of their family, career, and life; some simple strategies of processing knowledge just like reading and memory; and had a little ability of self-regulation, self-guidance and self-control to arrange their own study. Their studying was apparent and there was no profundity, while those with deep style were the reverse. They could construct their new knowledge based on grasping basic knowledge with analysis, integration, association and other methods and they owned significant motivation such as self-worth and pursuit of knowledge. They could supervise their own study with many ways. There was extent and profundity in their study. (2) Different features existed at grade variables and a remarkable difference...