【摘要】 该研究以103名二年级小学生为被试,运用教育实验方法探讨了在多媒体情境下,不同认知风格、英语水平的儿童在不同教学控制策略下的英语学习效果。结果发现:(1)英语水平较低的学生,无论其认知风格是场独立性还是场依存性,都是在教师控制策略下的学习效果好于教师指导下的学生控制策略;(2)英语水平较高且认知风格为场依存性的学生,在教师指导的学生控制策略下的学习效果显著好于在教师控制策略下的学习效果,而认知风格为场独立性的学生在两种策略下的学习效果没有显著差异。更多还原

【Abstract】 The present research explored the effects of instructional control strategies,cognitive style,English level on children’s English learning outcomes in the multimedia context.103 pupils of Grade 2 participated in the educational experiment.The results showed that:(1) In the low-level group,both the FD and FI students performed better in the teacher-controlled condition than in the learner-controlled condition;(2) In the high-level group,all the FD students performed significantly better in the learner-controlled condition than in the teacher-controlled condition,however,there was no significant difference for FI students when the two instructional control strategies were employed.更多还原