The Development Trend Of Top-notch Undergraduates' Learning Style And Learning Environment,and Their Relationship

Top-notch undergraduates' learning style is an important part of the development of undergraduates' learning. With the growth of time, top-notch undergraduates' learning style is constantly changing, as the same time, evaluation and perception of learning environment is also changing. It is necessary to adopt longitudinal study design to investigate the development trend of top-notch undergraduates' learning style and learning environment, and the effect of learning environment evaluation on learning style.The present research has been adopted the college students' learning environment assessment questionnaire and learning style questionnaire. The research has collected data of five key universities' top-notch undergraduates during 18 months, analysis dates with HLM. The results are as follow:1) The development trend of top-notch undergraduates' learning style(1) There has been no significant change in undergraduates' surface motive,and the trend is no significant differences between individuals during the sophomore year to the junior year.(2) There have been significant growth trend in undergraduates' surface strategy? deep motive?deep strategy. The growth rate of dimensions of learning style are different, surface strategy is greater than deep motive and deep motive is greater than the deep strategy.but the growth trend is no significant differences between individuals during the sophomore year to the junior year.(3) There are different in the initial measurement of dimensions of learning style, as the growth of the time,differences decrease in the initial surface motive and deep strategy,differences increase in the initial Surface strategy and deep motive.2) The development trend of top-notch undergraduates' learning environment(1)There have been no significant change in undergraduates' course learning and the relationship between students, and the trend is no significant differences between individuals during the sophomore year to the junior year.(2)There have been significant growth trend in Teacher-student relationship? project and practice? learning climate?teacher-student relationship, the growth rate of learning environment evaluation dimensions are different, project and practice evaluation is greater than institutional environment evaluation that is greater than learning climate evaluation, and learning climate evaluation is greater than teacher-student relationship evaluation, but the growth trend is no significant differences between individuals during the sophomore year to the junior year?3) The effect of learning environment evaluation on learning style(1) Surface strategy: The growth of the relationship between students can predict significantly the decrement of surface strategy, The growth of institutional environment can predict significantly the growth of surface strategy.(2) Deep motive ? deep strategy: The growth of course learning can predict significantly the growth of deep motive and deep strategy. The growth of teacher-student relationship can predict significantly the growth of deep motive deep strategy. The growth of learning climate can predict significantly the growth of deep motive deep strategy. The growth of project and practice can predict significantly the growth of deep motive deep strategy. The growth of the relationship between students can predict significantly the decrement of deep motive.