What Is The Difference Between ‘Learning Styles’ & ‘Multimodal Learning’?

学习风格辩论一段时间已经开始。

我们看到了学习款式的概念在20世纪末的概念中经历了重大普及。许多教师可能会被视为或分发学习风格库存作为第一日活动。在过去的几年中，许多人断言，学习风格实际上是一个神话。

我们写了关于学习方法之前，我们还没有准备好放弃这个概念。据说，我们确实认为，“学习风格”一词往往被误解，误用和歪曲。在这篇文章中，我们从现实中分开了神话（基于研究）。

What Is The Learning Styles Theory & Where Did It Originate?

According to the learning styles theory, a self-reported visual learner learns best through interacting with visual content, a self-reported auditory learner learns best through hearing content, a self-reported reader/writer learner learns best when they read or write content, and a kinesthetic learner learns best by physically manipulating new content or moving in some way.

“学习风格”被亚里士多德的公元前334年被认可，他们认为“每个孩子拥有特定的人才和技能”（Reiff＆Nea，1992）。未来的研究人员自提出了他们自己的学习理论。例如，Lev Vygotsky认为，学习是社会，让彼得帕的认为认知发展是学习的前提。Howard Gardner的多种智能理论建议学生可以被分类为不同的学习风格的综合（视觉空间，身体运动，音乐，人际关系，人际关系，语言和逻辑数学）。尼尔弗莱明开发了Vark问卷 - 这代表了'视觉，听觉，读/写和Kinesthetic'，以确定某人的“学习风格” - 学生的偏好是他们如何吸收和分享信息。

It is here, perhaps, where the concept of learning styles started to take on mythical proportions.

学习款式的想法如何获得人气？

Perhaps the naturally appealing notion of being able to understand one’s own brain processes with just a few questions on the VARK questionnaire is why learning styles morphed into a misunderstanding. Some believe that the ‘Everyone is Special’自尊运动80年代和90年代是负责任的。

目前学习风格的概念并不是那么神话，因为它是在现代教育中持续存在的不完整的角度。2017年studyconducted by researchers at the University of Houston and the University of Denver recruited over 3,800 people (including 598 teachers) to take a survey on brain myths. The researchers found that 93% of the public, 76% of teachers, and 78% with neuroscience education endorsed the idea that each person has one primary mode of learning.

教育领导人不确定为什么学习风格的不完整视角仍然受欢迎。有些人想知道教师教育计划是否正在推动这个想法。在一个文献评论of scholarly research on learning styles, 94% of the research papers include a positive view of learning styles (in its limited conception), and 89% endorse its use in higher ed. Others propose that teachers may be repeating the strategies their own teachers deployed in their personal K-12 experience.

What Are Educators And Education Leaders Missing When It Comes To Learning Styles?

So what’s the problem? Does every person out there in the world have a different learning style?是的。Is it important for teachers to know how their students learn best in order to plan for instruction?是的。教师是否应该促使学生思考他们如何学习如何成为一种接近任务的方法？是的。

HOWEVER…

大脑如何学习的复杂性就可以简单地煮到三种不同的方式之一？不。教师是否应该将学生标记为严格的视觉学习者，听觉学习者或英语口碑学习者？不。教师是否应根据基本学习风格库存的结果设计整个课程和定制指令？不。

There are two immediately obvious problems with the popular conception of learning styles.

首先，最近的神经生物学研究表明，正如我们所学到的那样，我们的大脑不断接线和重新加热连接 - 大脑的这种现象被称为neuroplasticity。Our software is constantly updating, which means that how we learn is also constantly evolving. More accurately, we use a组合视觉、听觉、动觉和读/写ing faculties to learn, depending on the purpose, our motivation, and audience. We may learn differently depending on the level of complexity our brains are being tasked with navigating.

Second, if we could label and categorize students based on their learning styles, that assumes that a student’s effort and ability are not connected to their success; rather, the teacher’s ability to identify and cater to their learning style is paramount. Learning just isn’t that simple.

学习方法和Multimodal Learning, NotVersus

根据他们的自我报告的学习风格，教师们应该旨在促进多式化学习的旨在促进与内容的视觉，听觉和动力学方式的多式化学习。这就是学习风格的原始概念的全部意义。

Let’s set up an analogy. Imagine that you’re making pasta bolognese. If the elements of the sauce symbolize the ways in which we learn, then we know that not everyone’s pasta is going to taste the same! In some iterations, the ground beef, pork, or veal are the prominent elements. Other chefs may rely more on the onions, celery, carrots, and mushrooms. Others, still, may want the tomato sauce to outshine the other elements. It comes down to a matter of preference and wiring, but without all of the ingredients I just listed, there’s not going to be a delicious bolognese.

Researchclearly indicates that significant improvements in learning can be reached through the effective use of multimodal learning. We know the following to be accurate:

• 学习者通过单独的单词和图片留下更多信息
• 当文字和图片接近靠近时，学习者保留更多
• Learners retain more when words and pictures are presented simultaneously
• 当省略外文，图片和声音时，学习者保留更多
• 学习者从动画和叙述与动画和屏幕上的叙述中保留更多
• Learners retain more when redundancy is avoided

When planning for curriculum and instruction, look inside your teacher toolbox and consider:

• 哪种工具，活动和互动最适合helping students retain new content?
• How do my current multimedia materials aid or hamper the learning process?
• 如何让我的学生思考自己的学习？

学习风格概念的突变挑战教师，成为所有学习者的所有事物，这不是学生需要的。在课堂上培养学习的最佳方式是通过多式化学习将学生多个途径与有意义的方式以有意义的方式互动。

参考

Reiff, J. C. (1992). Learning styles. What research says to the teacher, 7. Washington, DC: National Education Association.