中國(guó)大學(xué)生的智力風(fēng)格

Preface
Chapter 1 Introduction
1.1 Why should we examine this issue
1.2 Goal of the book
1.3 Organization of the book
Chapter 2 Review of the Literature
2.1 Intellectual styles in education
2.1.1 General trends: major approaches to studying intellectual styles
2.1.2 Theory of thinking styles.Mental Self-Government
2.1.3 Styles versus strategies
2.1.4 Summary
2.2 Hypermedia in the classroom: a psychological and educational
perspective
2.2.1 What is hypermedia
2.2.2 Constructivism: psychological perspectives on hypermedia learning
2.3 Relationships of intellectual styles with ability, personality, and
achievement motivation
2.3.1 Relationships between intellectual styles and ability
2.3.2 Relationships between intellectual styles and personality
2.3.3 Relationships between intellectual styles and achievement motivation
2.4 Changes in intellectual styles
2.4 1 Changes in cognitive and learning styles
2.4.2 Changes in thinking styles
2.5 Relationships between intellectual styles and academic
achievement
2.5.1 Relationships between intellectual styles and academic achievement
in traditional learning environments
2.5.2 Relationships between intellectual styles and academic achievement
in hypermedia learning environments
2.6 Research questions and hypotheses of the book
2.6.1 Research questions
2.6.2 Hypotheses
Chapter 3 Methodology
3.1 Introduction to methods
3.2 Participants
3.2.1 Students
3.2.2 The teacher of the General Psychology course
3.3 Measures before the instruction
3.3.1 Demographic information
3.3.2 Ability
3.3 3 Personality traits
3.3 4 Achievement motivation
3.3 5 Pretest of thinking styles
3.4 The instruction
3.4.1 Instructional design
3.4.2 Instructional materials in the experiment
3.4.3 The traditional instructional environment
3.4.4 The hypermedia instructionaJ environment
3.4 5 Instructional procedures
3.5 Measures after the instruction
3.5.1 The academic achievement in the General Psychology course
3.5.2 Posttest of thinking styles
Chapter 4 Results I: Reliability and Validity of Instruments
Chapter 5 Results II:Changes in Thinking Styles and the Relationships Between Thinking Styles and Academic Achievement
Chapter 6 A Supplement to the Experimental Longitudinal Study
Chapter 7 Discussion I:Changes and Differences in Thinking Sytles in the Traditional and Hypermedia Environments
Chapter 8 Discussion II：The Contributions of Thinking Styles to Academic Achievement
Chapter 9 Conclusions
Appendices
References
Postscript