Inlfuence Of Continuous Education After University Student Learning Style Of Self Directed Learning

Further Education after University is an important way for workingsaff to fulfill their career development and self-improving, it’s also the solution to builda lifelong-learning society. Self-directed learning is the chief learning method forFurther Education after University students, and it can contribute to improve learningefficiency by different learning-strategy and teaching-strategy base on differentlearning style.This thesis was devided into6parts.The first part is introduction. It analyzed the content of research and creativity ofsubject, introduced the meaning and method and then defined some relatedconceptions.The second part is literature reiew. It summarized these researches includingdomestic and international learning style, self-directed learning and the influencecaused by different learning style. Generally speaking, academic communities madesome achievements in the research of learning style and self-directed learning, at thesame time, there also existed some shortages such as limited angle,cramped target,lackof research and localization,ect.The third part is the design and solution for research. The questionnaire of thistopic was formed on the basis of“KOLB Learning Style Sheet”and “self-directedlearning tendency sheet”which revised by a Taiwan scholar according to SDLRS. Weinvestigated400Further Education after University students in Sichuan andChongqing Province based on different sex, age and education background. Thequestionnaire of learning style aimed to measure the4preferences which includingassimilation style, concentration style, divergence style and adaptability style. Thequestionnaire of self-directed learning tendency aimed to measure the6 dimensionalities which including effective learning, fond of learning, active learning,independent learning, creative learning and learning motivation.The forth part is the analysis of questionnaire result. First of all, analyzed thelearning style for Further Education after University Students, including generalanalysis in2dimensionalities—consciousness and process, meanwhile in different sex,age and education background. Then, analyzed the self-directed learning tendency forFurther Education after University Students, including the intensity for the whole, thesequence for each question, and maka e varience analysis for different sex, age,education background. Last, analyzed the influence between self-directed learningtendency and Further Education after University Students learning style, includingordinary analysis, varience analysis and multiple comparison. The survey revealed thatlearning style of Further Education after University students have different effects inself-directed learning tendency, expecially in these4dimensionality--fond of learning,active learning, independent learning and creative learning.The fifth part is the coping strategy of self-directed learning under the differentlearning style of Further Education after University Students. On the basis of诺尔斯theory, we simplified the “self-directed learning of Further Education after UniversityStudents”into4steps as follows: diagnose learning needs, confirm learning targets,design learning schedule&implement learning activities and assessment&adjustment.Then we put forward learning strategies and teaching strategies base on differentlearning style.