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| 摘要点击次数: 1996 |
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| 中文摘要: |
| 目的 弥补VARK量表作者原有分类方法信息损失较大的不足（尤其是对于混合风格），提出另一种“基于是否包含”原则的分类方法，并进行实证应用和分析。方法 2017年5月，应用VARK 7.0，调查上海市4所医学院校学生的感官学习风格；共发放4 488份，回收有效问卷4 054份（90.3%）。使用SPSS 20.0，计数资料的比较采用卡方检验。结果 ①学生总体感官学习风格类型包含视觉性者占44.8%（1 815人）。不同院校层次、院校类型、性别、专业、是否军校的学生数据差异无统计学意义（χ2=5.958，0.257，1.386，5.922，4.146；P=0.051，0.612，0.239，0.052，0.042）。不同年级学生的数据差异有统计学意义（χ2=13.400，P=0.009）。②学生总体包含听觉型者占57.1%（2 313人）。不同性别、专业、年级、是否军校的学生数据差异无统计学意义（ χ2=0.536，4.038，8.274，4.256；P=0.464，0.133，0.082，0.039）。不同院校层次、不同院校类型学生的数据差异有统计学意义（χ2=10.516，10.447；P=0.005，0.001）。③学生总体包含阅读写作型者占53.9%（2 185人）。不同院校层次、院校类型、性别、专业、年级、是否军校的学生数据差异无统计学意义（ χ2=4.563，0.417，0.228，0.433，2.136，0.863；P=0.102，0.518，0.633，0.805，0.711，0.353）。④学生总体包含运动实践型者占64.8%（2 625人）。不同院校层次、院校类型、专业、年级、是否军校的学生数据差异无统计学意义（ χ2=3.680，3.391，1.070，9.708，2.711；P=0.159，0.066，0.586，0.046，0.100）。仅不同性别学生的数据差异有统计学意义（ χ2=6.789；P=0.009）。⑤按照量表作者原来的分类方法，学生总体多重风格者最多（57.0%），其次是运动实践型（17.3%），再次是听觉型（11.2%）、阅读写作型（10.0%），最后是视觉型（4.5%）；不同院校层次、院校类型、性别、专业、年级、是否军校的学生数据差异无统计学意义（ χ2=6.044，18.045，8.575，5.955，28.866，11.622；P=0.196，0.021，0.073，0.652，0.025，0.020）。结论 基于“是否包含”的分类方法，由于体现了混合型风格的情况，包含信息更为全面和准确，结果无争议，是VARK量表作者原有分类方法在实际运用中的科学改进和和有益补充；经实证检验，验证了医学生具有与众不同的感官学习风格。 |
| 英文摘要: |
| Objective To make up for losing more information of original classification method of VARK questionnaire author (especially for mixed styles), and put another analytical method based on "whether contain or not" principle and put it in empirical analysis and application. Methods The students in 4 medial colleges in Shanghai were surveyed with VARK 7.0 version in May, 2017. 4 488 questionnaires were sent out and 4 054 were effectively returned (90.3%). Statistical analyses were done with SPSS 20.0 software and the enumeration data were compared by chi-square test. Results ①The percentage of con-taining "V" type of Sensory Learning Styles in the whole students was 44.8% (n=1 815), which had no statis-tical significance in different college levels, college sorts, genders, specialties and whether they were military academy students or not ( χ2=5.958, 0.257, 1.386, 5.922, 4.146; P=0.051, 0.612, 0.239, 0.052, 0.042), while there was significantly statistical difference in data among students of different grades ( χ2=13.400; P=0.009). ②The percentage of containing "A" type was 57.1% (n=2 313), which had no statistical significance in different genders, specialties, grades and whether they were military academy students ( χ2=0.536, 4.038, 8.274, 4.256; P=0.464, 0.133, 0.082, 0.039), while there was still statistical significance in different college levels and sorts ( χ2=10.516, 10.447; P=0.005, 0.001). ③The percentage of containing "R" type was 53.9% (n=2 185), which had no statistical significance in different college levels, college sorts, genders, specialties, grades and whether they were academy students( χ2=4.563, 0.417, 0.228, 0.433, 2.136, 0.863; P=0.102, 0.518, 0.633, 0.805, 0.711, 0.353). ④The percentage of containing "K" type was 64.8% (n=2 625), which had no statistical significance in different college levels, college sorts, specialties, grades and whether they were academy students ( χ2=3.680, 3.391, 1.070, 9.708, 2.711; P=0.159, 0.066, 0.586, 0.046, 0.100), while there was still statistical significance in different genders ( χ2=6.789; P=0.009). ⑤According to original clas-sification of VARK questionnaire author, the percentage of mixed styles were at the most (57.0%), followed by "K" (17.3%), and then "A" (11.2%) and "R" (10.0%), and the least was "V" (4.5%), which had no sta-tistical significance in different college levels, college sorts, genders, specialties, grades and whether they were academy students ( χ2=6.044, 18.045, 8.575, 5.955, 28.866, 11.622; P=0.196, 0.021, 0.073, 0.652, 0.025, 0.020). Conclusion The analytical classification method based on "whether to contain" is a scientific improvement and beneficial supplement to the original classification method of the author of VARK scale in practical application because it embodies the mixed style and contains more comprehensive and accurate information. And through the empirical test, it verifies that medical students have distinctive sensory learn-ing styles. |
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