| 王青，张鑫.基于VARK学习风格的远程社会情感学习课程研究[J].陕西学前师范学院学报,2024,40(2):51-60 |
| 基于VARK学习风格的远程社会情感学习课程研究 |
| Study of Distance Social and Emotional Learning Curriculum based on VARK Learning Style |
| 投稿时间：2023-12-11 修订日期：2023-12-15 |
| DOI：10. 11995/j. issn. 2095-770X. 2024. 02. 006 |
| 中文关键词: ARK学习风格 社会情感学习 远程课程 混合式学习 对应分析 |
| 英文关键词: VARK learning styles social-emotional learning distance learning blended learning correspondence analysis |
| 基金项目:北京市教育科学“十三五”规划青年专项课题（CDCA2020098） |
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| 中文摘要: |
| 基于VARK学习风格模型，以对应分析方法对IY、第二步、CKCC和积极行动四门远程社会情感学习课程的研究发现：课程学习风格偏好具有差异，其教学活动体现出不同的风格搭配且混合式学习是实现不同学习风格的主要方式。其中，IY偏好视觉和动觉的学习风格，教学活动主要包括观看视频，然后根据指示进行有道具的情境模拟活动，主要以视频课作为远程教学方式；第二步偏好读写的学习风格，教学活动主要包括阅读图片文字材料，然后完成书写类的作业，主要以数字课程作为实现方式；CKCC同样偏好读写的学习风格，教学活动主要包括教材阅读，同时伴随讨论和讲述，主要以直播课为远程教学方式；积极行动偏好听觉的学习风格，更加注重同伴间的讨论和互动，同样以在线直播课程为远程教学方式。这四门课程为其它远程社会情感学习课程开发提供了借鉴，包括课程特色和教学目标与学习风格需匹配，以及混合式学习促进不同学习风格活动效果。 |
| 英文摘要: |
| Based on VARK learning style model， the research studies distance social emotional learning curriculum of IY， the Second Step， CKCC and Positive Action by correspondence analysis method， and finds that there are differences in course learning style preferences， and their teaching activities’ reflecting different style collocation and blended learning is the main way to achieve different learning styles. Among them， IY prefers visual and kinesthetic learning styles. Teaching activities mainly include watching videos and then conducting situational simulation activities with props according to instructions. Video class is mainly used as the remote teaching method. The Second Step is to prefer reading， writing and kinesthetic learning styles. The teaching activities mainly include reading pictures and text materials， and then completing writing or activity assignments， which are realized by digital courses. CKCC prefers auditory and visual learning styles with the focus on auditory. Teaching activities mainly include listening to audio and then discussing or telling. Live classes are used as distance teaching methods. Positive Action and CKCC have similar learning style preferences， but they pay more attention to discussion and interaction among peers， and use live online courses as a distance teaching method. These four courses provide reference for the development of other distance social emotional learning courses for the matching of course characteristics， teaching objectives and learning styles， as well as the effect of blended learning to promote different learning styles. |
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