VARK學習風格問卷施測與學習策略指導，對師資生學習行為與成效之影響

The influence of VARK learning style questionnaire survey and learning strategies instruction on pre-service teachers' learning behavior and effectiveness

本研究引導師資生接受視覺－聽覺－讀寫－動覺型（VARK）學習風格與適性學習策略之施測與指導，檢視施測結果與其主觀知覺或臆測的符合情形，以及知覺學習風格與否或前後，對其學習行為與成效之影響，並了解此項經驗可能產生的後效。研究發現，VARK學習風格與學習策略之施測能讓師資生知悉自己的學習風格以及現行使用的學習策略，師資生施測之前使用的學習策略多已能適配其學習風格，施測前後的學習行為並無太大的變動。此項施測與指導對師資生學習成效之提升雖然僅有未達顯著的些微影響，但能使其對於自身的學習風格以及使用的學習策略是否適性，從過往的主觀知覺或臆測，轉變成是正式的驗證確認。而此項經驗的正向感受，使師資生願意在後續學習歷程持續使用適性學習策略，並願意在未來任教時引導學生探究學習風格以及給予適性學習策略之指導。依據研究發現，本研究對各級學校教師、師資生乃至於一般學生，以及對於師資培育機構之師培教師，分別提出若干建議。

"This study arranged for pre-service teachers to accept visual-aural-read/write-kinesthetic(VARK) learning styles and learning strategies questionnaire survey and instruction, to examine whether the survey results are consistent with their previous subjective perceptions or conjectures about learning styles and learning strategies, examine whether they percept learning styles or not, and before or after, made differences to learning behavior and learning effectiveness, and to examine the possible follow-up effects of this experience. This study found that the VARK learning style and learning strategy questionnaire survey and instruction, can enable pre-service teachers to perceive their learning styles and the learning strategies they are currently using. Most of the learning strategies currently used by pre-service teachers are in line with their learning styles. The learning behavior before and after the survey did not change much. Although this survey and instruction has only slightly improved the learning effectiveness, it can enable them to verify their learning style and the suitability of learning strategies in use. The positive feelings brought about by this experience make pre-service teachers willing to continue to use adaptive learning strategies in the future learning process, and are willing to guide students to explore their learning styles and instruct adaptive learning strategies when teaching in the future. Based on these findings, several suggestions were made for teachers at all levels of schools, pre-service teachers, students, and professors in the teacher education department."