|
中文摘要 |
2-3 |
|
Abstract |
3-7 |
|
Chapter Ⅰ.Introduction |
7-13 |
|
1.1 Background |
7-11 |
|
1.2 Significance |
11-12 |
|
1.3 Research Questions |
12-13 |
|
Chapter Ⅱ.Literature Review |
13-43 |
|
2.1 Theoretical Basis for the Research |
13-22 |
|
2.1.1 Personality Theories |
14-15 |
|
2.1.2 Humanism Theories |
15-18 |
|
2.1.3 Multiple Intelligence Theory |
18-22 |
|
2.2 Definitions and Categories of Learning Styles |
22-33 |
|
2.2.1 Cognitive learning styles |
23-25 |
|
2.2.2 Sensory Learning Styles |
25-26 |
|
2.2.3 Affective/Temperament Styles |
26-33 |
|
2.3 Definitions and Categories of Learning Strategies |
33-40 |
|
2.3.1 Metocognitive Strategies |
36-37 |
|
2.3.2 Cognitive Strategies |
37-38 |
|
2.3.3 Social/Affective Strategies |
38-40 |
|
2.4 Previous Research into Learning Styles and Strategies at Home and Abroad |
40-43 |
|
Chapter Ⅲ.Methodology |
43-58 |
|
3.1 Research Design |
43 |
|
3.2 Approach and Procedure |
43-46 |
|
3.2.1 Population and Sample |
43-44 |
|
3.2.2 Instrument |
44-45 |
|
3.2.3 Procedure |
45-46 |
|
3.3 Results and Analysis |
46-49 |
|
3.3.1 Learning styles |
46-47 |
|
3.3.2 Learning strategies |
47-49 |
|
3.4.Findings and Discussions |
49-52 |
|
3.4.1 Foundings |
49-50 |
|
3.4.2 Discussion |
50-52 |
|
3.5 Suggestions |
52-58 |
|
3.5.1 Diagnosing the Students' Learning Styles |
52-53 |
|
3.5.2 Training the Students Learning Strategies |
53-55 |
|
3.5.3 Prompting the Development of Flexibility |
55-58 |
|
Chapter Ⅳ Conclusions |
58-61 |
|
4.1 Findings and Suggestions |
58-59 |
|
4.2 Limitation |
59-60 |
|
4.3 Possibility for Future Research |
60-61 |
|
References |
61-69 |
|
Appendix |
69-77 |
