Chiou Wen-Bin
Center for Teacher Education Program, National Sun Yat-Sen University, No. 70, Lien-Hai Rd., Kaohsiung 804, Taiwan, R.O.C.
Adolescence. 2008 Spring;43(169):129-42.
Based on the perspective of postformal operations, this study investigated whether college students' role models (technical teachers vs. lecturing teachers) and preferred learning styles (experience-driven mode vs. theory-driven mode) in collaborative teaching courses would be moderated by their cognitive development (absolute thinking vs. relativistic thinking) and examine whether academic achievement of students would be contingent upon their preferred learning styles. Two hundred forty-four college students who have taken the technical courses with collaborative teaching participated in this study. The results showed that those participants with absolute thinking perceived the modeling advantage of technical teachers was greater than that of lecturing teachers, preferred the experience-driven mode over the theory-driven mode, and displayed differential academic achievement between technical courses and general courses. On the other hand, the students with relativistic thinking revealed no difference in perceived modeling advantage of role models, learning styles preferences, and academic achievement between two categories of courses. In addition, this research indicates that college students' preferred learning styles would interact with course category (technical courses vs. general courses) to display differential academic achievement. Implications and future directions are discussed.
基于后形式运算的视角，本研究调查了在协作教学课程中，大学生的榜样（技术教师与讲授教师）和偏好的学习方式（经验驱动模式与理论驱动模式）是否会受到其认知发展（绝对思维与相对思维）的调节，并检验学生的学业成绩是否取决于他们偏好的学习方式。244名参加过协作教学技术课程的大学生参与了本研究。结果表明，具有绝对思维的参与者认为技术教师的榜样优势大于讲授教师，更喜欢经验驱动模式而非理论驱动模式，并且在技术课程和普通课程之间表现出不同的学业成绩。另一方面，具有相对思维的学生在两类课程的榜样优势感知、学习方式偏好和学业成绩方面没有差异。此外，本研究表明，大学生偏好的学习方式会与课程类别（技术课程与普通课程）相互作用，从而表现出不同的学业成绩。文中还讨论了研究的意义和未来方向。
