智力风格的实践支持与理论困惑

Empirical Evidence and Theoretical Controversies of Intellectual Styles------ A Perspective on Academic Achievement

提出智力风格构念的目的在于整合不同的风格理论与模型，在传统核心构念如能力、人格等基础上，增强我们解释和预测学生学习成绩的能力。1930年代以来，不同类型的智力风格（如认知风格、学习风格）不断被提出并在教与学的各个领域得以大量研究与应用。文章从学习成绩的视角总结回顾了智力风格在教育心理学领域的应用研究。以此为基础，分析了教师与学生风格匹配与学习者自我风格意识两个重要的争议性的问题，并提出了可能的研究方向。

Because traditional psychological constructs such as ability/intelligence and personality do not provide enough capacities to explain or predict learner's academic achievement, a construct of intellectual style was proposed to improve this work in the field of educational psychology along with those classic variables. Since the 1930s, different intellectual styles, including cognitive styles, learning styles, and thinking styles, have been developing and applying in academic settings. Most intellectual styles are largely supported in different education domains and levels, while there are some unsolved problems. A briefly developing history of the construct of intellectual styles is introduced. This article mainly reviews the relationship between various intellectual styles and academic achievement. Based on the review, both style match and style awareness in the domain of educational psychology are discussed.