臺灣各學層學生學習風格之整合性分析

An Integrated Analysis of Students’ Learning Styles Across Various Educational Stages in Taiwan

本研究旨在探討臺灣各教育階段學生之學習風格傾向及其演進趨勢。透過系統化研究整理，篩選並分析近十年（2014-2024）國內88篇學習風格相關博碩士論文，針對Kolb經驗學習理論、VARK感官模式及Felder-Silverman學習風格模型進行跨理論的整合分析。研究結果顯示出國內學習風格研究高度集中於國小與國中階段（55.7%），並以Kolb的學習風格理論為主流工具；相較之下，成人教育階段研究僅佔5.7%，存在顯著的研究缺口。另外臺灣學習者呈現出「主動實踐」與「視覺化接收」的學習風格特質。在資訊處理上顯著傾向「主動實驗」與「主動型」；在資訊接收上則展現高度一致的「視覺型」偏好。除此之外，本研究還發現學習風格隨年齡增長呈現由抽象轉向實務之趨勢。進人高中階段後，學生對純講授式教學的忍耐度降低，轉而產生更強烈的「調適型」與「動覺型」實務參與需求。結論指出臺灣教學現場普遍採用的「口語講授」與「書面測驗」模式，然而本研究證實多數學生更適合「具體經驗」、「主動實驗」及「視覺化」之學習路徑。教學模式若不適合學習者的學習風格，可能會導致學生的學習動機下降。最後，本研究針對教學實務提出具體建議：教師應優化教學設計，減少純講授的比例，增加視覺化媒介與小組實作。在研究方向上，建議未來應強化技術型高中之專業領域的學習風格差異研究，並補足成人教育階段之實證資料，同時探討適性化線上學習系統對不同風格學習者之輔助成效。

This study aims to investigate the learning style tendencies and evolutionary trends of students across various educational stages in Taiwan. Through a systematic research synthesis, 88 domestic master’s theses and doctoral dissertations related to learning styles published over the past decade (2014-2024) were screened and analyzed. An inter-theoretical integrated analysis was conducted based on Kolb’s Experiential Learning Theory, the VARK modalities, and the Felder-Silverman Learning Style Model (FSLSM). The findings reveal that domestic research on learning styles is highly concentrated in the primary and junior high school stages (55.7%), with Kolb’s theory serving as the predominant analytical tool. Conversely, research on the adult education stage accounts for only 5.7%, highlighting a significant research gap. Furthermore, Taiwanese learners exhibit distinct learning characteristics of“active practice”and“visual reception.”Regarding information processing, there is a significant inclination toward“Active Experimentation”and“Active”styles; in terms of information reception, a highly consistent preference for the“Visual”style is observed. Additionally, the study found that learning styles tend to shift from abstract to practical orientations as age increases. Upon entering the senior high school stage, students’tolerance for pure lecture-based instruction decreases, giving way to a stronger demand for practical engagement, characterized by“Accommodating”and“Kinesthetic”styles. The conclusions indicate that while“oral lecturing”and“written testing”remain the prevailing modes in Taiwan’s educational landscape, this study confirms that most students are better suited for learning paths involving“Concrete Experience,”“Active Experimentation,”and“Visualization.”A mismatch between instructional modes and learners’styles may lead to a decline in learning motivation. Finally, this study offers specific recommendations for pedagogical practice: teachers should optimize instructional design by reducing the proportion of pure lecturing while increasing the integration of visual media and collaborative group activities. Future research should focus on strengthening the investigation of learning style differences across professional fields in technical high schools, bridging the empirical data gap in adult education, and exploring the efficacy of adaptive online learning systems for learners with diverse styles.